From Interaction to Intersubjectivity: Facilitating online group discourse processes

Dennen, Vanessa P.; Wieland, Kristina

doi:10.1080/01587910701611328

Cited by 82 publications

(49 citation statements)

References 11 publications

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“…In the studies reported here Wallwisher, and Moodle, offered additional spaces and opportunities for discussion and for students to ask and respond to questions. In this way networked environments potentially afford students to explore and accommodate, in further developing their individual and cumulative knowledge and reflections to form a sense of inter-subjectivity, which can be brought about by negotiating a common ground (Dennen & Wieland, 2007). In addition, the permanency of postings affords more opportunities to provide feedback, which increases the possibilities for exchanges of ideas between teachers and students and amongst students, supporting students to articulate and build on their ideas, rather than judging them right and wrong.…”

Section: Resultsmentioning

confidence: 99%

Networked Environments That Create Hybrid Spaces for Learning Science

Otrel-Cass

Khoo

Cowie

2014

E-Learning and Digital Media

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Networked learning environments that embed the essence of the Community of Inquiry (CoI) framework utilise pedagogies that encourage dialogic practices. This can be of significance for classroom teaching across all curriculum areas. In science education, networked environments are thought to support student investigations of scientific problems, including the collection and processing of data, and construction of explanations and conclusions. Student engagement that involves thinking about and questioning key scientific processes and ideas is argued to address the challenges of making school science more relevant. In this article, examples from two studies are presented where New Zealand teachers employed networked technologies, including Moodle (a learning management system) and Wallwisher (an online notice board). These examples illustrate how face-to-face classroom teaching practices can be complemented with online learning practices. The CoI framework was used to examine how the social, cognitive and teaching dimensions of online student communities were similar and yet distinct to the face-to-face communities they belonged to. Findings showed that the CoI framework helped to unpack how networked environments created hybrid spaces where classroom interaction possibilities were extended, and new layers of knowledge construction added in support of students' growing authority and accountability for their learning.

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Section: Resultsmentioning

confidence: 99%

Networked Environments That Create Hybrid Spaces for Learning Science

Otrel-Cass

Khoo

Cowie

2014

E-Learning and Digital Media

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“…Schrire (2004) provided more suggestive evidence that the type of activity influences numerous aspects of online learning. Dennen and Wieland (2007) found that being focused on a shared mission helps students engage in more meaningful online discussions.…”

Section: Literature Reviewmentioning

confidence: 97%

Exploring whether students’ use of labelling depends upon the type of activity

Bures

Abrami

Schmid

2010

Computer Supported Learning

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This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to labelling and to both types of tasks. Participants are from three successive course offerings of a Master'slevel course (n=37). All students are allowed but not required to use a labelling feature which enables them to insert phrases such as "Building on your point" directly into their online messages. All students participate in two types of online activities in small groupsfirst an unstructured online dialogue, then a structured online dialogue. Students tended to use labels significantly less often during the structured dialogue: F(1, 36)=5.950, p<0.05. Sixty-two percent of students used the feature more than once during the unstructured dialogue compared to 46% during the structured dialogue. The maximum number of labels that a student used in the unstructured dialogue was 28 versus 16 in the structured dialogue. Students generally found the structured dialogue to be more interesting and relevant, and to have clearer expectations. Student reactions to the labelling feature were mixed: The mean of satisfaction was 18.35, SD=3.88 (six items on a 5-point Likert scale). Students did not find labelling as useful during the structured dialogue: Perhaps labelling and the activity provided redundant scaffolding. These results imply that features built into the software should be implemented flexibly with thought to the other pedagogical scaffolds in the environment, particularly to the type of activity.

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“…However, interaction alone does not necessarily imply that students are constructing knowledge or engaging in higher levels of thinking. An asynchronous online discussion should go beyond social interaction to include knowledge construction (Knowlton 2001;Garrison & Cleveland-Innes 2005;Walther et al 2005;Dennen & Wieland 2007). To construct knowledge, learners must negotiate meaning or modify their ideas in response to feedback from others in order to integrate their prior knowledge with other learners' ideas (Smith 2001;Fischer et al 2002;Pena-Shaff & Nicholls 2004;Staarman et al 2005;Osman & Herring 2007).…”

Section: Participation Interaction and Knowledge Constructionmentioning

confidence: 99%

Interaction in asynchronous discussion forums: peer facilitation techniques

Cheung²,

Hew³

2011

Computer Assisted Learning

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Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross‐case comparison of two graduate‐level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as ‘showing appreciation’ and ‘considering others' viewpoints’ encourage online interaction. However, instructors intending to incorporate peer‐facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as ‘general invitation to contribute’. Facilitators might also re‐consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions.

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From Interaction to Intersubjectivity: Facilitating online group discourse processes

Cited by 82 publications

References 11 publications

Networked Environments That Create Hybrid Spaces for Learning Science

Networked Environments That Create Hybrid Spaces for Learning Science

Exploring whether students’ use of labelling depends upon the type of activity

Interaction in asynchronous discussion forums: peer facilitation techniques

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