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1.
This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments. 相似文献
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E. D. Duryea 《College Teaching》2013,61(2):65-67
A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political science class. We compare how students evaluated discussions in the whole-class environment, in small face-to-face discussion groups, and in online discussion groups. Overall, according to student surveys, small discussion groups elicited the highest student satisfaction and scored highest in critical thinking skills, while online discussions provided the best forum to express thoughts. While they did not favor all-class discussions, students reported that this format, too, provided benefits. 相似文献
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This article examines the discourse of 10 groups of children during text-based online discussions. Analysis of the discourse in the discussions showed that 8 different rhetorical moves, or argument stratagems, were used by most groups of children, whereas 3 other stratagems were used by 1 group. The use of argument stratagems snowballed; that is, once an argument stratagem emerged in a discussion, it tended to spread to other children in the Web group, and the likelihood that it would occur again remained high over the course of the discussion. Most stratagems began to spread when initiated by other children but not when introduced by the adult moderator. Children were eager to participate and displayed a high rate of participation in discussions with Webmates from distant classrooms. These findings suggest that collaborative online discussions may provide an effective instructional medium for promoting children's learning of reasoning strategies and thinking skills. 相似文献
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S. A. Stearns 《College Teaching》2017,65(2):69-78
Designing courses for optimal level student learning is dependent upon student participation. This study examined one way to encourage further student participation in online discussions. Of specific importance was how to encourage students to read their student-colleagues' online discussion responses: not just a minimum number of responses but the majority of the responses. Results illustrate that the method utilized, Thematic Analysis, is effective in increasing reading rates among students. But possibly even more interesting are the students' reports that the use of this learning tool encouraged them to think critically and that their learning occurred primarily through many of the tenets of social constructivist theory. Furthermore, students reported enjoying this process of learning. 相似文献
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Qiyun Wang 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):859-874
Intellectual, social, managerial and technical are four commonly reported categories of facilitation in online discussions. The purpose of this study was to investigate whether these four broad categories of facilitation were equally applied in online discussions and which specific skills were perceived to be more important. In this study, students were facilitators of online discussions. Each student-facilitator led a group discussion and participated in two additional discussions moderated by other student-facilitators. Three groups of students were selected for data collection. Results indicated that the intellectual, social and managerial categories of facilitation were highly applied, while technical facilitation was less used in the online discussions. Also, summarising discussions was perceived to be the top facilitation skill. This paper presents findings of the study and discusses issues involved in the study. 相似文献
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Il-Hee Kim 《Interactive Learning Environments》2013,21(4):467-484
This article investigates the effect of participation in synchronous online discussions on the development of individual reasoning as manifested in reflective essays. Students from a fourth-grade classroom engaged in a series of real-timeonline discussions. The format of the discussion was based on the Collaborative Reasoning approach which has clear guidelines and procedures. The results showed that compared to the students from the contrast classroom, the students who had experienced synchronous online discussions wrote essays with more satisfactory arguments, counterarguments, rebuttals, and textual information. In addition, they wrote longer essays which contained fewer irrelevant statements. These effects of online discussions were consistent between girls and boys and between shy and non-shy children. The students' uses of arguments and rebuttals, as well as the length of their essays, were adequately predicted by the frequency of their contributions in the discussions. The present study suggests that when an online chat is implemented with an instructional approach which has well-established procedures and effective moves, it can provide an intellectually stimulating context in which all students can learn to reason by interacting with one another. 相似文献
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Student contribution in asynchronous online discussion: a review of the research and empirical exploration 总被引：1，自引：0，他引：1
The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an
increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond
the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review
50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution
is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction
in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section,
we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting
guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when
they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about
the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation
that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation
guideline dilemma. 相似文献
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Judit N. Moschkovich 《Educational Studies in Mathematics》1998,37(2):169-197
This article uses an evolutionary perspective of conceptual change to consider in detail a conception in the domain of linear
functions. The analysis focuses on the nature of students' use of the x-intercept in equations of the form y = mx + b by summarizing
the results of written assessments and presenting two case studies of students exploring and discussing linear equations and
their graphs. I argue that the uses of the x-intercept documented in this study are not a superficial error, a simple mismatch
with convention, or a misconception. Instead, this student conception is analyzed as an instance of a ‘transitional conception:’
a conception which is the result of sense-making, reflects the complexity of the domain, is productive in some contexts, and
has the potential for refinement. The participants in the study were nine pairs of ninth and tenth grade students from an
exemplary first-year algebra course. These students participated in videotaped discussion sessions with a peer of their choice
where they used graphing software to explore linear equations and their graphs. The discussion sessions involved problems
designed on the basis of student conceptions suggested in previous research (Moschkovich, 1989; Schoenfeld, Smith & Arcavi,
1993) and in classroom observations (Moschkovich, 1990). Protocol analysis of the videotaped discussion sessions was used
to explore the nature and transformation of students' conceptions in this domain. Several uses of the x-intercept were documented
in the written assessments and in the videotaped discussions. I summarize the results of the written assessments and present
an analysis of the discussions for two pairs of students to show that the use of the x-intercept can be framed as a ‘transitional
conception’
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
Katrina A. Meyer 《Innovative Higher Education》2010,35(3):143-160
Given the explosive growth of online communications, new forms of discourse are an intriguing topic of study. This research
focused on ten online discussions hosted by The Chronicle of Higher Education, using content and discourse analysis of the postings to answer several questions. What is the “conversational scaffolding”
used by posters in higher education-related online discussions? Are academic online discussions more like speech or writing?
Additional questions dealt with how posters identify themselves, who their audience is, what motivates them, how accurate
and political they are, and what the experience of reading these online discussions is like. Based on the analyses, these
posters were more likely to write correctly although with diary-like personal insights. Through the analysis I also identified
both positive and negative aspects of the online discussion experience. 相似文献
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Kate Hawkey 《Education and Information Technologies》2003,8(2):165-177
The paper reports a case study using asynchronous text-based discussion. It considers the role of the tutor and discusses the extent to which online discussions can facilitate social constructivist approaches to instruction and the creation of knowledge. Participants were 17 trainee teachers studying on a post graduate teaching course. The asynchronous text-based discussion (using e-blackboard) focused on planning for progression in children's learning in history and culminated in the trainee teachers writing individual assignments on the topic. The paper analyses the different types of contributions made and reports on the trainees' evaluations of the benefits and limitations of using e-blackboard. It concludes with recommendations and areas for further research. 相似文献
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Kay Kyeongju Seo 《The American journal of distance education》2013,27(1):21-36
This study focused on the effects of peer moderation on meaningful interactions in online discussions. A meaningful interaction was defined as a message relating to a discussion topic, responding to a previous message, and adding substance to the discussion. A randomized-subject, posttest-only control group design was used to test the first hypothesis, that a peer-moderated online discussion forum would contain more posts responding to previous comments than a nonmoderated forum, and the second hypothesis, that a peer-moderated online discussion forum would contain more substantive responses enriching the conversation than a nonmoderated forum. Both hypotheses were supported. Results showed that students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer. 相似文献
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While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies. 相似文献
16.
Margaret Perrow 《College Teaching》2017,65(3):97-105
There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols. 相似文献
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Katrina A. Meyer 《Innovative Higher Education》2006,31(3):175-186
Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others’ feelings, similarity of feelings to others, and willingness to disagree and then compared the face-to-face and online discussions on these measures. Students’ assessments are complex and indicate that some topics did elicit feelings of discomfort, concern for others’ feelings, and willingness to disagree in the face-to-face discussions. However, despite these feelings, the majority of students continued to prefer the face-to-face discussions. Online discussions were valued to a lesser extent, but a consistent minority of students were more comfortable in that setting. The age and race of the student also created differences in responses.
Dr. Katrina Meyer is an associate professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities. 相似文献
18.
This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting.
A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the
study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect
their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions
of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported
to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester
e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments.
The results show that students with higher motivational orientations perform better in the online group discussions. 相似文献
19.
《The Internet and Higher Education》2002,5(2):109-118
The authors discuss a case study experience in conducting scientific courses such as Environmental Chemistry and Spectroscopy to different groups of undergraduates at Universiti Malaysia Sarawak (UNIMAS), using web-based learning environments to support conventional teaching/learning sessions. The authors discovered that by supplementing the learning online, students became more interested in their respective fields of study, and thus were able to participate in class discussions more freely. Online, a higher number of group activities can be organized to consolidate the learning of specific topics. The web-based learning environment also allows more interaction opportunities between peers and with the course instructor. Overall, the students reported they found that learning online made the course more interesting, and that the students were consciously aware that they learned more in the process. The paper also highlights the major benefits of conducting a course online from a course instructor's perspective. 相似文献
20.
In this mixed-methods study, we investigated how doctoral students used asynchronous online discussions that were added to a face-to-face research methods course. We focused specifically on what sociocognitive tools the students used and what they thought about the value of the online discussions for their learning. Our data included three online whole-class discussions from the course and students’ self-evaluations, which they completed three times during the semester. Our findings support the usefulness of online discussions in providing a site where students could draw on a rich repertoire of tools and strategies as well as on the knowledge of others to enhance their thinking and understanding of theory and research. 相似文献