BUSI 310 Discussion Board Instructions ✓ Solved

BUSI 310 Discussion Board Instructions Discussion Board For

BUSI 310 Discussion Board Forum Threads are due in Modules/Weeks 1, 3, 5 and 7. Discussion Board Forum Replies are due in Modules/Weeks 2, 4, 6, and 8. The learning theories upon which this class is based are actualized in the threads. To gain the most from this class, you must read both the threads of your classmates and the articles which are used to write the thread, draw classmates into discussion of the topic by asking questions, and expect to spend some time each day reviewing all threads and replies. The research and writing done for each forum is to prepare you to research and write upper-level research papers in current APA format.

Each posting, whether threads or replies, must be written without grammar or spelling errors and must utilize proper APA in-text and reference citations, using 3rd person throughout the forum threads and replies. Discussion Board Forum Threads: The requirements listed below are the minimum requirements. Completing only the minimum amount of work cannot earn higher than a "C" for an assignment.

1. Review the key terms listed at the end of the Chapter you are working on. You must select one of the key terms; no duplication of articles or concepts is allowed. Each student must cover a different concept. You may reserve a topic beginning at 12 a.m. (ET) on Monday of the odd-numbered modules/weeks (1, 3, 5, and 7). Topics reserved prior to then will be deleted.

2. Conduct a search of Liberty University’s Online Library resources to find 3 peer-reviewed articles that are no more than 3 years old and closely relate to the concept. These articles must be found through the Liberty University Library; no general internet search is allowed. No duplication of articles or concepts is allowed.

3. After reading the articles, select the 1 article that you wish to discuss. Your thread must include the information listed below in the following format and be posted directly in the discussion board:

  • Definition: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement;
  • Summary: Choose 1 of the articles and summarize it in your own words. This must be about 125 words minimum. Be sure to note the article's author as well as his/her credentials and the reason his/her opinions, research, or findings should be respected regarding the key term.
  • Discussion: Using a minimum of 400 words, write a brief discussion in your own words of how the article relates to the selected key term. This is the most important part of the thread.
  • Biblical Integration: Integrate your key term with a biblical truth. This section must be a minimum of 100 words.
  • References: All references must be listed at the bottom of the thread in current APA format. Be sure to use the headers (Definition, Summary, Discussion) in your thread to ensure that all aspects of the assignment are completed as required.

Attachment: Attach 1 Microsoft Word document containing the full text of all articles reviewed for the assignment neatly formatted. Articles must be attached to the thread. Any form of plagiarism (including cutting and pasting) will result in 0 points for the entire discussion board and may result in further penalties.

Discussion Board Forum Replies: In Modules/Weeks 2, 4, 6, and 8 you will be required to post a substantive reply of at least 250 words each to a minimum of 3 classmates’ threads. You must use at least 1 peer-reviewed reference in your response, and do not simply revisit what was discussed in the thread. You must submit your replies by 11:59 p.m. (ET) on Monday of the assigned module/week.

Paper For Above Instructions

### Introduction

The BUSI 310 Discussion Board serves as a significant interactive platform where students are encouraged to engage critically with course content, apply learning theories, and enhance their academic writing skills. This paper will focus on how student interaction in discussion boards can positively influence learning outcomes, draw on peer-reviewed literature, and integrate biblical principles relevant to online learning communities.

### Definition

In the context of BUSI 310, the discussion board serves as a critical educational tool that fosters collaboration and deeper learning among students. According to Garrison, Anderson, and Archer (2000), online discussions facilitate community building among learners, which is essential for collaborative learning. The busi 310 discussion format encourages the sharing of insights, fostering a richer understanding of the course materials.

### Summary

One relevant article discussing the effectiveness of online discussion boards is by Chi, R. (2021). In "Enhancing student engagement through online discussion boards," the author emphasizes the pedagogical advantages of discussion boards in higher education. Chi states that online forums not only enhance engagement but also promote critical thinking skills through peer-to-peer interactions. This article, published in the Journal of Educational Technology Development and Exchange, has been influential in framing the discourse surrounding the role of digital platforms in learning. As a respected academic in education technology, Chi's insights offer valuable perspectives on integrating technology in pedagogical practices.

Chi's analysis reveals that effective online discussions require structured guidelines and timely feedback from instructors to facilitate meaningful dialogue. Furthermore, through the lens of community of inquiry framework, Chi argues that social presence, cognitive presence, and teaching presence are interconnected and essential for effective online learning experiences. The findings underscore the importance of preparing students not only to engage online but to critically reflect on their learning and the learning of their peers.

### Discussion

Engaging in online discussions as part of BUSI 310 explicates the concept of community learning through shared experiences and collaborative knowledge construction. The process of fostering student engagement involves not only responding to peers but also actively seeking to stimulate dialogue that pushes beyond initial understanding. As noted in Chi's (2021) article, the interaction between students encourages a rich dialogue that can lead to insights that may not be reachable through individual study. This reflects a transformation where learning becomes more social and collaborative, rather than isolated. Online discussion platforms also offer students an opportunity to articulate their thoughts, practice academic writing, and receive timely feedback from both instructors and peers.

The integration of biblical principles within these discussions enriches the learning experience. For instance, Proverbs 27:17 states, "Iron sharpens iron, so one person sharpens another." This verse resonates with the notion of collaborative learning where students support and challenge one another. This biblical truth highlights the value of community in personal and academic growth. The process of sharing knowledge and engaging in constructive debate not only aligns with pedagogical goals but also supports the spiritual edification of the learners involved. Each interaction in the discussion board can be seen as a means to develop wisdom and understanding, mirroring the biblical principle that knowledge is best cultivated within community.

The discussion board format also provides a platform for students to practice their academic writing skills. Each thread and reply encourages learners to articulate their ideas with clarity, adhere to grammatical standards, and properly cite sources according to APA guidelines. Improving writing skills is a pivotal aspect of fostering higher academic performance and preparing students for professional writing tasks post-graduation. Utilizing proper citation and engagement with peer-reviewed literature not only promotes academic integrity but also enhances the credibility of the students' arguments

Furthermore, the structured nature of the discussion threads, including elements such as definitions, summaries, and reflections on biblical integration, fosters a comprehensive learning environment that balances academic rigor with personal reflection. This multifaceted approach prepares students not just for the assignments at hand but builds critical academic skills that will serve them throughout their academic and professional journeys.

The main strength of online discussion boards lies in the flexibility they offer. Students can contribute at times that suit their schedules, allowing for a reflective and thoughtful engagement with the material as opposed to a timed in-class discussion. This asynchronous model promotes inclusivity, allowing students from various backgrounds and time zones to participate fully. Moreover, it accommodates different learning styles, giving space for introverted students to think and respond thoughtfully without the pressures of real-time debate.

### Biblical Integration

Biblical principles serve as a foundation for not only academic pursuits but also interpersonal interactions on platforms such as discussion boards. The application of Ecclesiastes 4:9-10, which states, "Two are better than one, because they have a good reward for their labor; for if they fall, one will lift up his companion," further emphasizes the value of collaboration and support within learning communities. This scriptural insight reinforces the idea that when students come together to share ideas, their collaborative outcomes are enriched, and they can uplift one another in their academic journeys.

Just as the biblical teachings advocate for mutual support, the BUSI 310 discussion board can be viewed as a microcosm of broader learning communities. The interactions that occur therein reflect an effort to embody teaching values that are anchored in caring for one another’s educational success. This is vital in an online setting, where students may feel isolated if not encouraged to engage meaningfully with their peers.

### References

  • Chi, R. (2021). Enhancing student engagement through online discussion boards. Journal of Educational Technology Development and Exchange, 14(1), 45-60.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
  • Zhu, E. (2019). Designing successful online discussions: What does it take? Journal of Online Learning and Teaching, 15(2), 51-63.
  • Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Wadsworth Cengage Learning.
  • Picciano, A. G. (2017). Theories and frameworks for online education: Teaching and learning in cyberspace. Routledge.
  • Driscoll, M. P. (2005). Psychology of learning for instruction. Pearson Education.
  • Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
  • Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
  • Harasim, L. (2017). Learning theory and online technologies. Routledge.
  • Barbour, M. K., & MITCHELL, D. (2016). A guide to online learning. EdTech Center at Global Learning. Retrieved from https://edtechhub.org/wp-content/uploads/2020/02/A-Guide-to-Online-Learning-EdTech-Hub.pdf.

Related Assignments