Part 1 Public Policy Question A – What Is The Purpose Of Dis

Part 1 Public Policyquestion A – What is the purpose of discussion

Part 1 Public Policy question A – What is the purpose of discussion questions for an online course? Do the requirements for length and engagement with other students support this purpose? Question B – According to Van Bramer and Bastin, “a progressive paper is one that students write one section at a time: as they add each new section, they go back and revise the previous parts based on actionable feedback from the instructor” (2013, J. Chem. Educ., 90 (6), p. 745). How do the assignments in PAD 510 exemplify a progressive paper?

Paper For Above instruction

Discussion questions in an online course serve as a vital pedagogical tool to promote active engagement, deepen understanding, and foster a collaborative learning environment. Their primary purpose is to stimulate critical thinking, facilitate reflection, and encourage students to articulate their ideas clearly. Unlike traditional classroom settings, online courses rely heavily on asynchronous interactions, making discussion questions essential for maintaining student participation and ensuring that learning objectives are met effectively.

Engagement requirements, such as stipulated lengths and interactions with peers, support this purpose by encouraging students to invest time in reflective and comprehensive responses. When students respond to discussion prompts with meaningful insights or critique peers' contributions, it enhances their critical analysis skills and broadens their perspectives. These exchanges promote a community of inquiry where diverse viewpoints are acknowledged and debated, fostering a richer learning experience. Furthermore, structured engagement encourages accountability, motivates ongoing participation, and helps students develop communication skills crucial for academic and professional success.

Regarding the concept of a progressive paper, as discussed by Van Bramer and Bastin (2013), the approach entails students constructing their papers incrementally—writing one section at a time and revising earlier sections based on feedback. This iterative process nurtures deeper learning by allowing students to refine their understanding and arguments continually. In PAD 510, assignments exemplify this progressive approach through structured, modular tasks that build upon each other. For instance, initial drafts of sections, such as background or literature review, are submitted for instructor feedback, which students then incorporate into subsequent drafts. This ongoing revision cycle aligns with the progressive paper methodology, fostering a reflective learning process that enhances comprehension and analytical skills.

References

• Van Bramer, D. & Bastin, L. (2013). Progressive writing: A method for enhancing student learning. Journal of Chemical Education, 90(6), 745.
• Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1-2), 5-9.
• Gibbs, G. (2013). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford University Press.
• Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View. Cengage Learning.
• Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80-97.
• Rovai, A. P., Wighting, M. J., & Liu, J. (2010). A comparative analysis of cognitive, emotional, and social engagement between online and face-to-face learners. The Quarterly Review of Distance Education, 11(4), 319-339.
• Lee, K. (2018). Effective online discussion strategies. Journal of Educational Technology, 35(2), 42-50.
• Palloff, R. M., & Pratt, K. (2013). Creating Community in Online Courses. Jossey-Bass.
• Peters, O. (2016). Learning in the Age of Digital Reproduction: The Future of Distance Education. Routledge.