Creating the digital citizen: students’ co-construction of meaning for global citizenship during online discussions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John P. Myers
Keyword(s):  
Knowledge Construction ◽  
Meaning Making ◽  
Global Citizenship ◽  
Interaction Analysis ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Discussion Forums ◽  
Analysis Model ◽  
Content Type

PurposeThis study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.Design/methodology/approachA content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.FindingsThe findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.Practical implicationsA major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.Originality/valueThis study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

Characteristics of asynchronous online discussions in a graduate course: an exploratory study

2020 ◽  
Vol 121 (7/8) ◽  
pp. 599-609
Author(s):  
Xiaofeng Li ◽  
Yawen Yu
Keyword(s):  
Knowledge Construction ◽  
Online Discussions ◽  
Library Science ◽  
Discussion Boards ◽  
Graduate Course ◽  
Content Type ◽  
Key Characteristics ◽  
Discussion Threads ◽  
Online Library ◽  
Support Students

Purpose This paper aims to investigate the following questions: What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of students’ discussion initial posts and replies in a fully online graduate course? In what ways, if any, do discussion prompts influence the types of initial posts and replies in discussion threads? Design/methodology/approach This study adopted a qualitative approach to explore the dynamics of students’ knowledge construction through using asynchronous discussion boards. A total of 20 discussion prompts and 115 discussion threads from nine archival discussion boards in a fully online library science course were collected and analyzed. Findings The findings identified open-ended, explanatory and reflective prompts in discussion boards. Students engaged in simply stating, paraphrasing, elaborating, extending, reflecting, socializing and sharing emotions in discussion posts. These findings highlighted the interconnectedness of reflection and socio-emotional interactions in a community of inquiry and pointed out their important roles to support richer and deeper online discussions. The study further observed linkages between the types of discussion prompts and the types of discussion posts. Originality/value This study addressed an urgent need to understand the use of online discussion boards in an emergency remote teaching condition in a pandemic. The findings of this study offered educators insights into evidence-based design recommendations for prompts to support students’ knowledge construction and deep learning through using discussion boards.

Entrepreneurship competencies in energy sustainability MOOCs

2019 ◽  
Vol 11 (4) ◽  
pp. 598-616 ◽  
Author(s):  
Martha de Jesús Beltrán Hernández de Galindo ◽  
Luis M. Romero-Rodriguez ◽  
Maria Soledad Ramirez Montoya
Keyword(s):  
Literature Review ◽  
Positive Impact ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Educational Innovation ◽  
Completion Rate ◽  
Discussion Forums ◽  
Analysis Model ◽  
Communication Analysis ◽  
Content Type

Purpose Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects. Design/methodology/approach The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs. Findings The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums. Practical implications This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials. Originality/value This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.

scholarly journals The Effect of Structured Divergent Prompts on Knowledge Construction

2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Ginger Sue Howell ◽  
Autumn Sutherlin ◽  
Usen Akpanudo ◽  
Laura James ◽  
Mengyi Chen
Keyword(s):  
Graduate Education ◽  
Knowledge Construction ◽  
Online Courses ◽  
Online Discussion ◽  
Interaction Analysis ◽  
Private University ◽  
Discussion Forums ◽  
Negotiation Of Meaning ◽  
Analysis Model ◽  
Interaction Analysis Model

Discussion forums are a widely used activity in online courses. However, knowledge construction within online discussion rarely reaches higher levels. Therefore, it is important to understand which aspects of online discussion encourage learning and increase knowledge construction. This paper investigates the effect three Structured Divergent prompts (playground prompts, brainstorm prompts, and focal prompts) have on knowledge construction as compared to Convergent prompts. Participants (N=58) were required to post in an online discussion thread during a graduate education course at a private university. The Interaction Analysis Model was used to determine the levels of knowledge construction demonstrated within students’ posts. The posts were given a score using the following codes: 0-no post/no understandable post; 1-sharing information, 2-disagreeing; 3-negotiation of meaning; 4-testing co-construction; 5-agreement of the constructed meaning. The analysis revealed that two of the three Structured Divergent prompts (focal and brainstorm) yielded significantly higher levels of knowledge construction as compared to Convergent prompts.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

Fostering Higher Knowledge Construction Levels in Online Discussion Forums

2010 ◽  
Vol 5 (4) ◽  
pp. 44-55 ◽  
Author(s):  
Khe Foon Hew ◽  
Wing Sum Cheung
Keyword(s):  
Group Size ◽  
Undergraduate Students ◽  
Knowledge Construction ◽  
Online Discussion ◽  
Critical Mass ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Student Facilitation ◽  
Facilitation Techniques

Prior research has suggested that higher levels of knowledge construction (e.g., where opinions are argued, challenged, or negotiated) have rarely been demonstrated in student online discussions. In this study, the authors replicate prior research on group size, discussion duration, and student facilitation techniques to examine the influence of these factors on the attainment of higher level knowledge construction. Data were collected from 12 online discussion forums involving undergraduate students and students’ reflection logs. Analysis of the data confirms a significant positive correction between higher level knowledge construction occurrences and group size. No correlation is found between the discussion duration and the occurrences of higher level knowledge construction. Further analysis between the higher and lower performing forums suggests that a certain critical mass, which appears to be a group size of about 10 participants, may be required to direct the discussion to advanced levels of knowledge construction. In addition, results show that students in higher performing forums used the facilitation technique of pointing, highlighting unanswered or unresolved issues statistically significantly more than their counterparts in lower performing forums.

scholarly journals From cooperative practice to research and back

2017 ◽  
Vol 13 (02) ◽  
pp. 194-212 ◽  
Author(s):  
Kiri Langmead
Keyword(s):  
Knowledge Construction ◽  
Meaning Making ◽  
Research Performance ◽  
Ways Of Knowing ◽  
Ethnographic Study ◽  
Social Enterprises ◽  
Content Type ◽  
Construction Of Knowledge ◽  
Nuanced Understanding ◽  
A Site

Purpose This paper aims to explore how experiences and emotions arising from the performance of ethnography shape the construction of knowledge about democratic practice in two social enterprises. It argues that ethnographers can develop a more nuanced understanding of organisational practices by moving beyond the self-reflexive work of being aware of one’s position to embrace the emotional work of engaging reflexively with this position, re-embedding reflexive moments in the process of knowledge construction. Design/methodology/approach Reflections are made on the emotions and experiences arising during a 12-month ethnographic study in two social enterprises. Findings The author found that engaging reflexively with relational and emotional processes of meaning-making opened up three analytical starting points. First it highlighted and helped the researcher to see beyond the limits of their assumptions, opening them to new understandings of democracy. Second, it gave rise to empathetic resonance through which the researcher was able to feel into the practice of democracy and re-frame it as a site of ongoing struggle. Finally, it brought to consciousness tacit ways of knowing and being central to both research and democratic praxis. Originality/value The paper adds to limited literature on processes of knowledge construction. Specifically, it contributes new insights into how emotional experiences and empathetic resonance arising at the meeting point of research performance and democratic praxis can offer analytical starting points for a more nuanced understanding of democratic organising in social enterprise.

scholarly journals An Exploratory Examination of Student-Led, Asynchronous Collaborative Online Discussions in Fostering Higher-Order Cognitive Skills and Ethical Leadership Learning

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Graziella Pagliarulo McCarron ◽  
Larisa Olesova ◽  
Brianna Calkins
Keyword(s):  
Undergraduate Students ◽  
Ethical Leadership ◽  
Cognitive Skills ◽  
Meaning Making ◽  
Higher Order ◽  
Leadership Education ◽  
Discussion Board ◽  
Online Discussions ◽  
Collaborative Discussion ◽  
Leadership Class

Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students’ learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While literature on student-led online discussions, leadership learning, and cognitive skill is plentiful, there is no single study that explores all these elements together or fully points to how practicing meaning-making in online, asynchronous leadership courses can inform larger cognitive processes. Thus, the purpose of this conceptual content analysis-based study was to examine 35 undergraduate students’ collaborative discussion board posts at the beginning, middle, and end of an online, asynchronous Ethics and Leadership class to assess not only if and to what extent students expressed cognitive skills, in general, but also if and to what extent they understood ethical leadership via these types of discussions. Further, from an exploratory lens, this study examined if there was a relationship between expression of higher order cognitive skills and more complex ethical leadership understanding. Results indicate that, while students achieved higher order cognitive skills and more holistic ethical leadership understanding overall, robustness of student engagement could be situational in nature and expressions of cognitive skills and ethical leadership understanding tapered as the course progressed. Additional findings and implications are discussed.

Fostering Higher Knowledge Construction Levels in Online Discussion Forums

2012 ◽  
pp. 74-85
Author(s):  
Khe Foon Hew ◽  
Wing Sum Cheung
Keyword(s):  
Group Size ◽  
Undergraduate Students ◽  
Knowledge Construction ◽  
Online Discussion ◽  
Critical Mass ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Student Facilitation ◽  
Facilitation Techniques

Prior research has suggested that higher levels of knowledge construction (e.g., where opinions are argued, challenged, or negotiated) have rarely been demonstrated in student online discussions. In this study, the authors replicate prior research on group size, discussion duration, and student facilitation techniques to examine the influence of these factors on the attainment of higher level knowledge construction. Data were collected from 12 online discussion forums involving undergraduate students and students’ reflection logs. Analysis of the data confirms a significant positive correction between higher level knowledge construction occurrences and group size. No correlation is found between the discussion duration and the occurrences of higher level knowledge construction. Further analysis between the higher and lower performing forums suggests that a certain critical mass, which appears to be a group size of about 10 participants, may be required to direct the discussion to advanced levels of knowledge construction. In addition, results show that students in higher performing forums used the facilitation technique of pointing, highlighting unanswered or unresolved issues statistically significantly more than their counterparts in lower performing forums.

scholarly journals Peer-facilitated discussions to enhance OER-based e-learning

2016 ◽  
Vol 11 (1) ◽  
pp. 90-104 ◽  
Author(s):  
S.P. Karunanayaka ◽  
J.C.N. Rajendra ◽  
H.U.W. Ratnayake ◽  
Som Naidu
Keyword(s):  
Social Presence ◽  
Knowledge Construction ◽  
Course Design ◽  
Meaning Making ◽  
Discussion Forum ◽  
Shared Responsibility ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Content Type ◽  
E Learning

Purpose The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process. Design/methodology/approach The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions. Findings The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership. Practical implications Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging. Originality/value Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

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