The Role of Semantics in Knowledge and Learning Transfer in Online Discussion Forums

2015 ◽  
Vol 10 (2) ◽  
pp. 1-12
Author(s):  
Jaclyn Krause ◽  
Jan Tucker ◽  
Stephanie Gonzaga
Keyword(s):  
Learning Transfer ◽  
Online Discussion ◽  
Discussion Forums ◽  
Online Discussion Forums

scholarly journals ROLE OF ONLINE DISCUSSION FORUMS IN ENHANCING USERS’ COGNITIVE SKILLS

2021 ◽  
pp. 307
Author(s):  
Charles Ononiwu
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Online Discussion ◽  
Qualitative Content Analysis ◽  
Classroom Interaction ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Discussion Forums ◽  
Online Discussion Forums

The study examines the role of online discussion forums (ODFs) in the learning process, using Garrison, Anderson and Archer's (2000) Community of Inquiry (CoI) model, particularly on the development of metacognitive skills, higher-order thinking skills and collaborative learning, all of which provide the impetus for workplace skills, such as analytical skills and teamwork. To achieve that, the study adopts the qualitative content analysis method to examine learners’ text submissions in the ODF. An ODF was set up on www.easyclass.com (an online learning management system), and students were invited to post their submissions in the forum bi-weekly for three months. A series of prompts from the course instructor were given to the learners in the ODF bi-weekly after the f2f classroom interaction. The prompts were designed to elicit students' responses, which would provide evidence of students’ learning, such as application of theory to practice, the abstraction of major ideas from a text, appropriate inferences and synthesis of ideas, etc. The analysis of the findings demonstrated evidence of metacognitive awareness, which was facilitated by the asynchronous nature of the discussion forum, as it gives learners sufficient time to engage in thorough research and careful thought before posting their submission. The findings also demonstrated that peer-to-peer knowledge dissemination is best stimulated using the ODF, as it gives learners opportunities to participate actively and to collaborate with their peers in the learning process.

scholarly journals Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Carol Johnson ◽  
Laurie Hill ◽  
Jennifer Lock ◽  
Noha Altowairiki ◽  
Christopher Ostrowski ◽  
...  
Keyword(s):  
Deep Learning ◽  
Organizational Design ◽  
Field Experience ◽  
Online Discussion ◽  
Online Discussions ◽  
Task Completion ◽  
Discussion Forums ◽  
Design Based Research ◽  
Online Discussion Forums ◽  
Group Structures

<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>

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