Project-based learning and student knowledge construction during asynchronous online discussion

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

“…Another often-cited model is Garrison, Anderson and Archer's (2001) community of inquiry framework which examines not only cognitive presence, but also social and teaching presence. Although it has been utilised by several researchers (Burgess et al 2010;Koh et al 2010;Nandi et al 2012), a criticism levelled at the framework is that it fails to clarify what participants should do to generate meaningful discussions: the framework 'encourages one to think about what a successful [online] conference would entail, but it does not adequately account for how to get there or make it happen' (Xin 2012, 5).…”

“…Second, an made by 'Lerato' in a prior post (that 'writing is an ongoing process that needs to be [practised] and polished over and over again'). Several CMC researchers have opted for the message as their unit of analysis and labelled these messages in terms of functional moves or speech acts (Paulus andPhipps 2008, 2009;De Wever et al 2009;Koh et al 2010;Carr, Schrock and coding schemes for AOD, observing that for many researchers, the message 'is most appropriate for reliable and valid analysis …'.…”

“…Some studies of asynchronous interaction have shed light on how projectbased learning may advance knowledge construction, notably those conducted by Lang (2010) and Koh, Herring and Hew (2010). Lang (2010) used Gunawardena et al's (1997) framework to determine, amongst other things, what kinds of participation notes students engaged in AODs may generate in a project-based that they compared and shared information rather than questioned one another's ideas to enhance deeper thinking.…”

“…Lang (2010) speculated that the prevalence of teacher facilitation, and the absence of feedback. Koh et al's (2010) discourse-based study of project-based versus non-project-based learning environments mediated by asynchronous CMC concluded that AODs produced during the former learning those generated outside this environment. Koh et al (2010, 290) ascribed higherorder thinking to creating tasks that guide students from exploring ideas to solving problems, using appropriate functional moves (such as feedback and facilitating discourse), and assigning students 'wicked problems' (Rowe 1987, 391), that is, illStill other studies have compared online and face-to-face discussions.…”

Using the Community of Inquiry Model (Coi) to Investigate the Quality of Esl Students’ Narrative Writing in an Asynchronous Online Discussion

“…The teaching presence sets the direction for the interactions and guide the students to complete their tasks. Koh et al (2010) and Murphy, (2004) have recommended that teachers must consider and comment on students' interactions to assist them in fruitful interactions. As suggested by Shea & Bidjerano (2010, p. 17) teaching presence has the potential to be an "online instructional orchestration" where the teacher effectively makes attempts to achieve learning outcome (Anderson et al 2001).…”