Rethinking online discourse: Improving learning through discussions in the online classroom
- 842 Downloads
As colleges continue to expand online offerings, student participation within courses should be assessed to ensure that teachers can best implement effective, responsible lesson plans. This study examined discourse in an online classroom in order to gauge student participation by observing student-to-student and student-to-instructor exchanges within the discussion board. Classroom discourse was analyzed using Stahl’s computer supported collaborative learning methodology. Data was collected to assess development of classroom dialogue through group collaboration, and to determine whether participants were interpreting previous posts and contributing to the development of the discussion topic. This study shows that students within the online classroom were able to construct deeper meanings in classroom dialogues through thoughtful and personal contributions, thereby reaching new understandings through collaborative discussion. This study contends that through insightful planning and guided responses, instructors can manage online classroom discussions to better direct student communications in order to improve collaborative learning and knowledge construction.
KeywordsCSCL Collaborative Knowledge construction Socio-cognitive Dialogue Online discourse
- Bauer, L. B. (2012). Digital divides and literacy learning: A metaphor analysis of developmental college students’ and teachers’ conceptualizations of technology. Unpublished doctoral dissertation, University of Cincinnati, Cincinnati, Ohio.Google Scholar
- Bowker, G. C., & Star, S. L. (2000). Sorting things out: Classification and its consequences. Cambridge: The MIT Press.Google Scholar
- Capper, J. (2001). E-learning growth and promise for the developing world. Techknowlogia 6–10.Google Scholar
- Chaika, G. (1999). Virtual high schools: The high schools of the future? Education World. Retrieved October 25, 2010 from http://education-world.com/a_curr/curr119.shtml.
- Coiro, J. (2003). Exploring literacy on the internet. The Reading Teacher, 56(5), 458–464.Google Scholar
- de Leon, L., Pena, C., & Whitacre, M. (2010). Fostering student discourse through an online student teacher support group: a phenomenological study. International Journal of Instructional Media, 37(4), 355–354.Google Scholar
- Elmer, D. (2007). Something different from the same-oh, same-oh: A survey of community college students’ competence in and use of technology in public speaking classes. Journal of Literacy and Technology, 8(1). Retrieved August 3, 2009 from http://www.literacyandtechnology.org/past_ed.htm.
- Johnson, D. W., & Johnson, R. T. (2000). The eight steps of ensuring diversity is a resource. The Newsletter of the Cooperative Learning Institute, 15(1), n.p.Google Scholar
- Jones, B. J. (2003). Learning with, through, and about computers: students’ best friend or worst nightmare? Teaching English in the Two Year College, 30(3), 286–295.Google Scholar
- McMahon, M. (1997). Social constructivism and the World Wide Web: A paradigm for learning. Retrieved October 3, 2010, from http://www.ascilite.org.au/conferences/perth97/papers/Mcmahon/Mcmahon.html.
- Moore, R. (2007). Academic motivation and performance of developmental education biology students. Journal of Developmental Education, 31(1), 24–34.Google Scholar
- Nofsinger, R. E. (1999). Everyday conversations. Prospect Heights: Waveland.Google Scholar
- Singara, M. D., Battle, J., & Nicholson, S. A. (1998). E-mail ‘Booktalking’: Engaging developmental readers with authors and others in the academic community. Journal of College Reading and Learning, 29(1), 30(1). Retrieved July 6, 2009, from Expanded Academic ASAP via Gale: http://find.galegroup.com/gtx/start.do?prodId=EAIM&userGroupName=ucinc_main.
- Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge: The MIT Press.Google Scholar
- Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge: Harvard University Press.Google Scholar
- Xin, C., & Feenberg, A. (2006). Pedagogy in cyberspace: the dynamics of online discourse. Journal of Distance Education, 21(2), 1–25.Google Scholar