Interactive learning with small group discussions can be facilitated in a myriad of ways in a traditional classroom setting at a brick and mortar institution.  In asynchronous online learning classes in which students reside in wildly different time zones, on the other hand, peer-to-peer interaction often occurs via writing on discussion forums or peer-review assignments.  This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level online courses. This was accomplished via qualitative coding analysis of peer-to-peer interactions in writing through the forums and through peer assessment assignments.  Student generated writing in these venues was found to enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. This highlights the importance of writing-to-learn as a significant pedagogical practice that should be encouraged in online coursework.<br/>

Analysis of peer-to-peer interactions in introductory online courses

249th National Meeting (2015)

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