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Peer Interactions: Extending Pedagogical Deliberations into the Virtual Hallway

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  • Anita Chadha

    (University of Houston, Downtown, Houston, USA)

Abstract

The focus of this article was to evaluate a specifically designed digital learning peer-interactive strategy through an e-collaborative web project for reflective engagement with each other and associated academic materials. Data was taken from one semester of participation in an e-collaboration assessing student peer discussions in politics from two introductory American politics classes across two geographic regions of the country. Significant findings reveal that the interactive discussion forums in this e-collaboration engaged students in an academically reflective peer-student and peer-content interactions over the entire semester. The implications of this study are immense, in that a carefully designed digital learning strategy, an e-collaboration, does extend peer deliberative discussions into the virtual hallway, enhancing student deliberative performance. This is one that can be used to complement a variety of disciplines and is a concern to researchers, educators, and universities.

Suggested Citation

  • Anita Chadha, 2018. "Peer Interactions: Extending Pedagogical Deliberations into the Virtual Hallway," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 8(3), pages 1-17, July.
    • Handle: RePEc:igg:jopcd0:v:8:y:2018:i:3:p:1-17
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