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Using reflections and questioning to engage and challenge online graduate learners in education
Research and Practice in Technology Enhanced Learning
This paper reports an action research that aimed to examine how the author's weekly use of reflection and questioning instructional methods affected learners' learning in an online graduate class at a midwestern public university in the USA. The author employed the asynchronous online discussion on the discussion board in Blackboard for learners to complete course assignments. Specifically, the online instructional approach started with learners' initial written reflection posts based on thedoi:10.1186/s41039-019-0098-z fatcat:govhdxnlkjd67apqnbjq62pagu