Being polite while fulfilling different discourse functions in online classroom discussions

Schallert, Diane L.; Chiang, Yueh-hui Vanessa; Park, Yangjoo; Jordan, Michelle E.; Lee, Haekyung; Cheng, An-Chih; Chu, Hsiang-Ning Rebecca; Lee, SoonAh; Kim, Tae-Hee; Song, Kwangok

doi:10.1016/j.compedu.2009.04.009

Cited by 42 publications

(17 citation statements)

References 11 publications

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“…We also see the implementation of pluralistic methodologies as a step before action-taking. Research revealed that students are capable of reaching a deep and nuanced standpoint, apply previous knowledge on a new context and connect knowledge values and experience [125][126][127][128]. Moreover, participatory active teaching methods such as, discussions, debates problem-solving, experiments, fieldwork, demonstrations and project-based learning [129][130][131] let students take responsibility of their own learning and effectively handle SD issues [59].…”

Section: Implications For Esd Teaching Practicementioning

confidence: 99%

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

et al. 2019

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Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verschaffel and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be effective in cultivating students’ action competence. This paper presents first the Action-oriented ESD framework. This framework consists of five components: (a) action-taking, (b) students’ leadership in their learning and teaching, (c) peer interaction, (d) community involvement and (e) interdisciplinarity. We then integrate the Action-oriented ESD framework with Holism and Pluralism into the Holism-Pluralism-Action-orientation in the ESD framework. Integrating holistic, pluralistic as well as action-oriented teaching in ESD is highly important in theoretical discussion as well as in instructional design. The Holism-Pluralism-Action-orientation ESD framework addresses the lack of an integrated conceptual framework in the field of ESD. This framework is motivated by a growing consensus on the importance of these three approaches in ESD teaching. The Holism-Pluralism-Action-orientation in ESD Framework is based on more than three decades of efforts to define knowledge on Environmental Education/Education for Sustainable Development teaching and on the rich and growing body of research on effective ESD teaching.

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Section: Implications For Esd Teaching Practicementioning

confidence: 99%

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

et al. 2019

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“…The previous literature suggests that effective interpersonal communication via polite strategies is a critical factor in enhancing group involvement and collaboration in a CMC context. As Schallert et al (2009) stated, the politeness conventions address the dynamic social relationships among participants, which leads to the success of online learning. In this paper, I will examine how a small group of EFL college students use politeness strategies as they negotiate their collaborative writing tasks via wiki "Discussion".…”

Section: Politeness In Cmcmentioning

confidence: 99%

Politeness Strategies in Wiki-mediated Communication of EFL Collaborative Writing Tasks

2012

IALLT Journal

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Informed by the theory of social constructivism and computer-mediatedcommunication (CMC), wiki-mediated collaborative writing has beenincreasingly implemented in second or foreign language classes.However, to date, no research has addressed students’ interaction andnegotiation of their social relationship during wiki-mediatedcollaboration. Drawing on politeness theory, particularly Brown andLevinson (1987)’s taxonomy of politeness strategies, this studyanalyzed the wiki-mediated discourse of one collaborative writinggroup in a Chinese EFL context. This particular writing groupconsisted of three EFL college students at a southwestern university inChina. This article examined specifically how this small group activelyengaged in social interaction by adopting politeness strategies duringasynchronous communication in a wiki “Discussion” module. Resultsrevealed that this small group used three types of politeness strategies,i.e. positive, negative, and bald on record skillfully, to establishfriendship, solidarity and respect while completing their collaborativewriting tasks smoothly and efficiently. This study validates the value oflinguistic politeness strategies in the analyses of social interactionoccurring in computer-mediated discourse and also suggests somepedagogical implications.

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“…Online students have time to reflect on what they want to convey before they post their ideas (Al-Shalchi, 2009; Berry, 2005; Rollag, 2010; Vonderwell, Liang, & Alderman, 2007; Young, 2008). Schallert et al (2009) have suggested that freedom from the pressure to respond instantaneously allows students to craft more civil responses, so that the tone of asynchronous discussions is more polite than that of synchronous discussions.…”

Section: Discussion In the Online Classroommentioning

confidence: 99%

Enhancing Discussions in the Asynchronous Online Classroom

Comer

Lenaghan

2012

Journal of Management Education

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This article addresses educators' concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom's taxonomy, the authors introduce the system of "original examples" and "value-added comments" that they have developed to promote engaging and meaningful discussions in which students learn course material from one another. The authors describe how to integrate this system into an online course and provide guidelines for instructor facilitation. They offer evidence that online asynchronous discussions facilitate students' learning and may be more inclusive than face-to-face discussions for some students. Finally, the authors share their observations and suggestions for implementation.

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Being polite while fulfilling different discourse functions in online classroom discussions

Cited by 42 publications

References 11 publications

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Politeness Strategies in Wiki-mediated Communication of EFL Collaborative Writing Tasks

Enhancing Discussions in the Asynchronous Online Classroom

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