Redmond, Petrea and Devine, Jo and Basson, Marita (2014) Exploring discipline differentiation in online discussion participation. Australasian Journal of Educational Technology, 30 (2). pp. 122-135.
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Text (Published Version)
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Abstract
Online discussion forums are often the only interaction or communication a student in an online learning environment will have with the course instructor and fellow students. Discussion forums are intended to elicit a range of thinking skills from the students, from purely social interaction to metacognition in order to achieve deep learning. Given the increasing use of online learning environments, it is timely to question whether students from different disciplines use online discussion forums in different ways, particularly in terms of their level of thinking. If there is differentiation, educators need to provide discipline specific opportunities for undergraduate students to interact in dynamic online discussions as part of a rich learning experience. This ethnographic study explored the types of online postings provided by students as part of their learning journey in two undergraduate online courses, one in an Engineering program and another in a Teacher Education program at a regional university. The goal of the research was to identify evidence of higher order thinking within students' online posts. Data were analysed according to Henri's Content Analysis Model for Asynchronous Conferencing.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © 2014 ASCILITE. Available under a GPL or Creative Commons CC-BY license, allowing you to use and re-purpose for your own needs, including translation. |
| Faculty / Department / School: | Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood |
| Date Deposited: | 15 May 2014 07:30 |
| Last Modified: | 16 Mar 2017 02:39 |
| Uncontrolled Keywords: | cognitive processes; online discussion forums; engineering education; teacher education; Henris Content Analysis Model for asynchronous conferencing; higher education research |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1399 Other Education > 139999 Education not elsewhere classified |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified |
| URI: | http://eprints.usq.edu.au/id/eprint/24224 |
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