Spillover Effects In Online Discussions: Assessing The Effectiveness Of Student Preceptors

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. © 2014 Copyright Taylor and Francis Group, LLC