Spillover Effects in Online Discussions: Assessing the Effectiveness of Student Preceptors

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.

Keywords:

• Discussions
• online teaching
• preceptor

Acknowledgments

The authors would like to thank Michael Hristokopoulos, Ari Litwin, and Jonathan Williams for valuable research assistance.