Mapping alternative discourse structures onto computer conferences

Jonassen, David H.; Remidez, Herbert

doi:10.1504/ijkl.2005.006254

Cited by 32 publications

(15 citation statements)

References 15 publications

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“…In the online discussion process (process-oriented), group members can focus on the problem and share knowledge, whereas in the production process (product-oriented), group members can extend their original knowledge and adjust conceptual misunderstandings (Dennen 2008). They will The impact of problem-based learning strategies 197 thus obtain new knowledge, learn how to solve problems, use their communication skills, develop team leadership abilities, and most importantly, come to understand the process by which a learner constructs knowledge (Dennen 2000;Jeong and Joung 2004;Jonassen and Remidez 2005;Valle et al 2003). In other words, the design of the environment for internet-based learning should focus on the discussion of the problem, the sharing of knowledge, and solutions to problems that can enhance learning effects, whereas PBL should focus on the discussion of and solution to problems through learning activities.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

Lou

Shih

Diez

et al. 2010

Int J Technol Des Educ

151

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This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls' senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students' attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest's mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance

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Section: Literature Reviewmentioning

confidence: 99%

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

Lou

Shih

Diez

et al. 2010

Int J Technol Des Educ

151

View full text Add to dashboard Cite

show abstract

“…For example, Jonassen and Remidez (2005) constrained discussions about a problem by restricting the first-level responses to solutions. Responses to solutions were required to be one of the following: a reason to support, reason to reject, or modify proposal.…”

Section: Journal Of Research On Technology In Education 193mentioning

confidence: 99%

A Comparative Analysis of Online Discussion Participation Protocols

Moore

Marra

2005

Journal of Research on Technology in Education

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Thirty-seven graduate students in two course sections were required to contribute to the online discussion of an instructional design case study. The discussion forums required different participation protocols; students in section one implemented a constructive argumentation approach while students in section two had less structure for their postings. The results revealed that both sections exhibited co-construction of knowledge as measured using the content analysis protocol the Interaction Analysis Model (JAM), but the less structured section reached the highest phase of knowledge building. In addition we found that the constructive argumentation approach and the task-oriented nature of the discussion influenced the interactions and co-construction of knowledge. The findings reveal practical implications for effective design of online discussion that may improve the quality of learning. (

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“…When using this approach messages are tagged with a label to allow students to clearly identify the function of each message to help students logically connect and track postings in a threaded discussion. In addition, CSCA systems can also allow instructors to impose constraints on message-response sequences (Jonassen & Remidez, 2002) by limiting the types of messages students can post in response to particular types of messages Computer-supported Collaborative Argumentation 373 (e.g. argument→critique→counter-critique or argument→critique→evidence).…”

Section: Introductionmentioning

confidence: 99%

Effects of Pre‐structuring Discussion Threads on Group Interaction and Group Performance in Computer‐supported Collaborative Argumentation

Brooks

Jeong

2006

Distance Education

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This study examined the effects of pre-structuring discussion threads on group performance in computer-supported collaborative argumentation where students labeled their messages as arguments, challenges, supporting evidence, and explanations on a threaded discussion board. In the pre-structured group students were required to post supporting and opposing arguments to designated and separate discussion threads. In the control group no discussion threads were designated for posting supporting and opposing arguments. The mean number of challenges elicited per argument was 64% greater with pre-structured threads (ES = +.47). No significant differences were found in the mean number of counter-challenges, supporting evidence, and explanations posted in reply to challenges. The findings suggest that prestructured discussion threads can increase the frequency of argument→challenge exchanges needed to initiate critical discourse.

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Mapping alternative discourse structures onto computer conferences

Cited by 32 publications

References 15 publications

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

A Comparative Analysis of Online Discussion Participation Protocols

Effects of Pre‐structuring Discussion Threads on Group Interaction and Group Performance in Computer‐supported Collaborative Argumentation

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