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Abstract
This article describes action research experiences aimed at increasing student participation in online conferencing in three graduate educational research courses. An evaluation rubric found to be effective in increasing the quantity and quality of student posts to an electronic bulletin board is presented. Data analysis revealed a moderate, positive correlation between the number of posts students made and their score on the course examination. Discussion group size was found to also be important. Over-enrolled discussion groups became tedious to read, while under-enrolled groups failed to effectively interact.
Statement of the Problem