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Abstract
Studies evince that student–student interaction in discussion settings is beneficial. These positive outcomes can also be effectively recreated in the online environment. We offer a preliminary look at the efficacy of a conditioning intervention: the role of student preceptors in promoting student interaction and elevating discussion quality. Using data from 23 discussion groups in a large (279 students) online course, we measure qualitative indicators of discussion activity under two quasi-experimental conditions: preceptor-as-student and preceptor-as-graduate teaching assistant (GTA). In the control condition, no student preceptor was present. We find that high-quality postings made by a student preceptor indeed trigger higher-quality postings by other students.
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Acknowledgments
The authors would like to thank Michael Hristokopoulos, Ari Litwin, and Jonathan Williams for valuable research assistance.