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Erschienen in: Education and Information Technologies 6/2016

08.04.2015

Rethinking online discourse: Improving learning through discussions in the online classroom

verfasst von: Cass M. Johnson

Erschienen in: Education and Information Technologies | Ausgabe 6/2016

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Abstract

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.

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Metadaten
Titel
Rethinking online discourse: Improving learning through discussions in the online classroom
verfasst von
Cass M. Johnson
Publikationsdatum
08.04.2015
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 6/2016
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-015-9395-3

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