An analysis of higher order thinking in online discussions

McLoughlin, David; Mynard, Jo

doi:10.1080/14703290902843778

Cited by 79 publications

(57 citation statements)

References 11 publications

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“…It also considered Gunawardena's social networking spiral (2009) and Maslow's hierarchy of needs, along with studies on student perceptions (Gosmire, Morrison, and Van Osdel 2009;Ruey 2009;Yaunkun 2012), teachers' perceptions (Salmon 2011), course design (Ausburn 2004;Garrison, Anderson, and Archer 2000;Rhoades and Rhoades 2013) and research discussing evidence of higher order thinking in an online environment (Mak, Williams, and Mackness 2010;McLoughlin and Mynard 2009).…”

Section: Related Workmentioning

confidence: 99%

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Johnson¹

2017

Research in Learning Technology

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The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon's five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon's five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

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Section: Related Workmentioning

confidence: 99%

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Johnson¹

2017

Research in Learning Technology

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“…In addition to this, a study investigating higher-order thinking skills through online forums was that of McLoughlin and Mynard (2009) Bachelor of Education students in preparation as English teachers, thus the study consists of a twenty-week course for these STs, who took two modules, namely pedagogical grammar and the principles of the Cognitive Academic Language Learning Approach. Online forums (five prompts for each course) were included in both courses to encourage them to reflect, interact and discuss areas related to the course.…”

Section: Online Tools In Teacher Educationmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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During the course of pre and in-service education programmes reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions; professional development portfolios; and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time.Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of a teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potentials in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

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“…If the instructor desires to simply have an electronic means of creating a social connection between students and the instructor, this needs to be decided when constructing the discussions. Alternatively, if the goal is to create higher-level thinking and a thought-provoking discussion, then this should be the intent of the discussion when constructed (McLoughlin & Mynard, 2009). If the intent of the instructor is to actively involve students in the online discussions, a number of studies focused on the effective use of student-instructor interaction in this online environment.…”

Section: Discussionmentioning

confidence: 99%

“…Yet, to increase cognitive engagement with course concepts and to extend learning in an online environment, a visible and active instructor presence and interaction was requisite, as was a structured learning environment (Dutt-Doner & Powers, 2000;Im & Lee, 2003-2004Lee-Baldwin, 2005;Ryan & Scott, 2008;McLoughlin & Mynard, 2009;Paulus & Roberts, 2006). Hence, deeper learning requires more student-instructor interaction and therefore smaller class sizes, while classes that require less high-order thinking may suffice with larger numbers.…”

Section: Class Size and Instructor Presencementioning

confidence: 99%

The Effects of Increased Workloads on Online Instruction

Ravenna

2012

IJE

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The workload increase for California State University instructors has been significant, as has been the reduction in resources and support. Online instructors are facing the same set of circumstances as their campus-based peers, yet the impact of said circumstances has not been fully realized. Still most instructors want to do be effective in their teaching practices and will do what it takes to facilitate student learning. This paper examines the impact of budget cuts on online instructors, including increases in online class sizes and loss of student -instructor interaction. The research is clear regarding the importance of interaction in relation to academic success; however, it is mixed with regard to optimal online class size. The author suggests strategies to maintain teaching effectiveness during the current crisis by increasing interaction through the use of small group discussions, the use of facilitators, etc.

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An analysis of higher order thinking in online discussions

Cited by 79 publications

References 11 publications

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Tracing the reflective practices of student teachers in online modes

The Effects of Increased Workloads on Online Instruction

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