scholarly journals Students' self analysis of contributions to online asynchronous discussions

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Jamie Loveless
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Online Discussion ◽  
The Self ◽  
Asynchronous Discussions

<span>This paper presents an example of an approach that involves both the student and the instructor in the evaluation of an online discussion in a context of teaching and learning. According to this approach, the student conducts a self analysis of his or her contributions to the discussion, using criteria supplied in advance of the discussion. One student's four part self analysis of his contribution to an online discussion is presented to illustrate the approach. The self analysis focused on the number and length of postings, claims and grounds, and on knowledge construction, and was designed to engage students in higher levels of thinking. The approach to self analysis is discussed in terms of its modification for use in other contexts and implications for practice are presented.</span>

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

scholarly journals Representações Quantitativas em Laboratórios Virtuais para o Ensino de Química

2021 ◽  
Vol 22 (2) ◽  
pp. 152-159
Author(s):  
Alessandro Félix Pascoin ◽  
José Wilson P Carvalho
Keyword(s):  
Qualitative Research ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Virtual Laboratory ◽  
Virtual Labs ◽  
Chemistry Teaching ◽  
Virtual Laboratories ◽  
Peircean Semiotics ◽  
Quantitative Nature

Resumo Os laboratórios virtuais utilizados no ensino de Química se constituem importantes recursos didáticos para o avanço dos processos de ensino e aprendizagem, ao passo que podem contribuir para ações de mediação na construção do conhecimento. A presente pesquisa teve como objetivo analisar as representações quantitativas que estão presentes nas interfaces de laboratórios virtuais à luz da Semiótica Peirceana. É uma pesquisa qualitativa exploratória, realizada no repositório portal PhET–Interative Simulation. No percurso da pesquisa foram encontrados 51 aplicativos, desses seis exibiam características de laboratório virtual e três foram semioticamente analisados. Os resultados indicam que três laboratórios apresentam disposições parcialmente satisfatórias nas representações quantitativas que abordam. Esses podem vir a contribuir para o fortalecimento do ensino da Química, por meio de ilustrações, simulações e a participação interativa do estudante. Quanto às possibilidades, esses oferecem diferentes ambientes, formatos e modelos para o estudo desta ciência. Também foram encontradas limitações como a insuficiência de signos iconográficos de ordem quantitativa considerados indispensáveis na conjuntura conceitual de determinados tópicos da Química. As indicações desta pesquisa são para se pensar a respeito dos signos que vão representar a natureza quantitativa da Química, transformando os desafios em possibilidades para os processos de ensino e aprendizagem desta ciência. Palavras-chave: Semiótica. Ensino de Química. Laboratórios Virtuais. Abstract Virtual laboratories used in chemistry teaching are important didactic resources for the advancement of teaching and learning processes, while they can contribute to mediation actions in the knowledge construction. This research aims to analyze the quantitative representations that are present in the virtual laboratories interfaces in light of Peircean semiotics. It is an exploratory qualitative research, conducted at the portal PhET – Interative Simulation. During the research, 51 applications were found, of these, 6 exhibited virtual laboratory characteristics and three were semiotically analyzed. The results indicate that three laboratories have partially satisfactory arrangements in the quantitative representations they address. They can contribute to the strengthening of chemistry teaching through illustrations, simulations and interactive student participation. As for the possibilities they offer different environments, formats and models for the study of this science. Limitations were also found as the insufficiency of quantitative iconographic signs considered indispensable in the conceptual conjuncture of certain topics of chemistry. The indications of this research are to think about the signs that will represent the Chemistry quantitative nature, turning the challenges into possibilities for the teaching and learning processes of this science. Keywords: Semiotics. Chemistry Teaching. Virtual Labs.

Dialogues and Perception of Intersubjectivity in a Small Group

2012 ◽  
pp. 1446-1465
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

Prototyping a New Smart Learning Management System Based on the NoSQL

2021 ◽  
pp. 209-255
Keyword(s):  
Information Technology ◽  
Social Constructivism ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Information Space ◽  
Learning Theories ◽  
Collective Knowledge ◽  
Activity Spaces ◽  
Smart Learning ◽  
Traditional Pedagogy

The context of this work is that of prototyping a disciplinary information space for a new LMS. The work is specifically in the field or seeking to promote, using information technology from a distance, a collective knowledge construction. The approach is to first think about the conditions for creating a real LMS between learners and designing the IT environment that supports this LMS. The authors chose to base on the hybridization between four learning theories as a basis for teaching this LMS, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. These pedagogies have already proven themselves, mostly in learning situations in the classroom. The LMS consists of different activity spaces for teaching and learning activities. The authors limit themselves in this work to the prototyping of disciplinary information space for a new smart LMS based on IMS-LD, the NoSQL, MongoDB database, and the Symfony framework.

“I Feel Abused by My Own Mind”: Themes of Control in Men’s Online Accounts of Living With Anxiety

2020 ◽  
Vol 30 (13) ◽  
pp. 2118-2131
Author(s):  
Phoebe G. Drioli-Phillips ◽  
Melissa Oxlad ◽  
Rebecca Feo ◽  
Brett Scholz ◽  
Amanda LeCouteur
Keyword(s):  
Thematic Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
The Self ◽  
Loss Of Control ◽  
Discussion Forums ◽  
Discursive Psychology ◽  
Online Discussion Forums ◽  
Independent Entity

Men’s experiences with anxiety are under-researched and poorly understood. Existing research gives little indication of how men talk about anxiety in situ, and little is known about how men describe their experiences of anxiety. Online discussion forums provide an opportunity to conduct naturalistic observations of how men describe their experiences with anxiety without the influence of a researcher. Thematic analysis, informed by principles of discursive psychology, was used to examine 130 opening posts to an online anxiety discussion forum. One superordinate theme, where anxiety is constructed as a loss of control, was identified. Analysis of this overarching theme generated three themes relating to how posters described a loss of control: (a) anxiety as an immobilizing force, (b) anxiety as an independent entity, and (c) anxiety as a dualist construction of the self. Our analysis has clear implications for developing and improving interventions for men experiencing anxiety.

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.

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

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