Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry

Abstract

Online inquiry, or using the Internet to generate questions and then search for, analyse, and synthesise information about these questions, is an essential part of digital literacy. However, processes involved in online inquiry are substantially complex. Prior research suggests that digital platforms can scaffold online inquiry processes. Moreover, the value of scaffolding dialogue in collaborative activities has been shown to enhance critical thinking, an important part of online inquiry. This study investigates whether the use of digital platforms designed to scaffold online inquiry can support productive dialogue when used collaboratively. Data from four pairs of high school students was collected as they worked together using both the digital platform and multiple online sources outside the platform to complete an online inquiry task. Each pair's interactions were analysed to investigate whether features of the digital platform prompted productive dialogue. In line with research suggesting the use of academic language influences content understanding, each pair's use of certain academic terms related to the task and digital platform's interface were also statistically examined. Results suggested that most productive dialogue occurred when using the digital platform. Additionally, two of the four academic terms investigated occurred more often in talk while interacting with the digital platform, compared to talk when on another website. A comparison of timelines associated with these terms offered examples of how initially they were said exclusively while on the tool, and then progressed towards independent use.

Systematic Literature Review of Interventions Supported by Integration of Ict in Education to Improve Learners' Academic Performance in Stem Subjects in Kenya

“…Additionally, Digital libraries offer an effective means to distribute learning resources to students and other users. Integration of the digital library technology with the educational enterprise had come at a similar time when the student requirements for access to library resources also heightened (Mwakisole et al, 2018) Digital libraries make learning and access to information very feasible (Murphy et al, 2019) 2018). In the digital era, the demands of the typical student in higher education include the use of ICT in teaching methods, flexible timing and location to complete studies, and the real-world applicability of courses.…”

Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?

“…Planned scaffolding refers to scaffolding that is more fixed (Azevedo & Hadwin, 2005) or permanent (Roehler & Cantlon, 1997). Planned scaffolds can be enacted through instructional frameworks (Clark & Graves, 2005), lesson plans (Stone, 1998), and through tools, such as texts (Mesmer, 2010) or technology (Murphy et al, 2019; Pea, 2004; Proctor et al, 2007; Xu et al, 2019). Technology as a planned scaffold includes specially designed platforms for supporting online inquiry (Kiili et al, 2016; Murphy et al, 2019), online reading comprehension (Proctor et al, 2007), and Intelligent Tutoring Systems (Xu et al, 2019).…”

“…Planned scaffolds can be enacted through instructional frameworks (Clark & Graves, 2005), lesson plans (Stone, 1998), and through tools, such as texts (Mesmer, 2010) or technology (Murphy et al, 2019; Pea, 2004; Proctor et al, 2007; Xu et al, 2019). Technology as a planned scaffold includes specially designed platforms for supporting online inquiry (Kiili et al, 2016; Murphy et al, 2019), online reading comprehension (Proctor et al, 2007), and Intelligent Tutoring Systems (Xu et al, 2019). Planned scaffolds are designed to anticipate typical challenges learners face and to provide support at those junctures in the form of hints, prompts, or guided questions (Murphy et al, 2019; Xu et al, 2019).…”

Editorial Special Collection on Doctoral Research: Learning in an Open World

“…Altogether, we argue that innovation is present in this research on a number of different levels. The most immediately obvious is the wide range of diverse topics present in this collection, from macro-level focuses on open educational resources (see: Baas, Admiraal, & van den Bert, 2019;Paskevicius & Irvine, 2019), to learning design supports at the institutional level (see: Bond & Bedenlier, 2019;Boyd, 2019;Foley & Marr, 2019;Hillaire, Iniesto, & Rienties, 2019), and students' more micro experiences with various technology-supported curriculum features (see: Conde Gafaro, 2019;Foster, 2019;Murphy, Coiro, & Kiili, 2019), among others. Similarly, a wide range of innovative research methods are demonstrated by doctoral researchers in this field, including analysis of video data (Murphy, Coiro, & Killi, 2019), affective computing approaches (Hillaire, Iniesto, & Rienties, 2019), action research (Boyd, 2019), and mixed methods approaches (Baas, Admiraal, & van den Bert, 2019;Foley & Marr, 2019).…”

“…For many papers, this represented opportunities for doctoral researchers to co-author with their supervisors or other staff members. Two of the papers included authors from multiple institutions or spanning several countries (Baas, Admiraal & van den Berg 2019;Murphy, Coiro, & Kiili, 2019). Work by Hillaire, Iniesto, & Rienties (2019) also depicts a research collaboration between students, enriching and extending work beyond their own doctoral projects.…”