The influence of instructional methods on the quality of online discussion

Abstract

In this case study, we examined the influence of five groups of communication activities on the quality of students' contributions to online discussion. The activities were the nominal group technique, debate, invited expert, WebQuest and reflective deliberation. Quality of discussion was operationalised as cognitive presence , a construct developed to investigate the role of critical discourse in higher, distance education contexts. Using the quantitative content analysis technique, the postings of 19 students in an undergraduate university course were assigned to one of the four categories of cognitive presence. Across the five activities, the proportion and number of contributions categorised in the highest phases of cognitive presence was low (20.21%), but was highest during the Webquest and debate activities. There are three advantageous qualities of these two activities, we argue:

Assessing quality of critical thought in online discussion

“…and "What is the quality of this critical thinking?" These questions are consistent with those which would need to be answered to assess the value of an activity, prompt, or tool for promoting critical thinking (Kanuka, 2007). This application demonstrated how the qualitative coding results from the TAF could be analyzed quantitatively to characterize the overall discussion.…”

“…A number of researchers have investigated what steps in the process are evident in discussion (Garrison et al, 2001;Henri, 1992;Kanuka et al, 2007;McKlin et al, 2001;Perkins & Murphy, 2006). Researchers have developed both five-step process models like Dewey's and four-step process models in which the solutions step is integrated with either the exploration or the judgment steps.…”

“…Researchers have developed both five-step process models like Dewey's and four-step process models in which the solutions step is integrated with either the exploration or the judgment steps. The analysis of process in online discussions showed that it is often dominated by one or two process steps and that whether or not the full critical thinking process is demonstrated depends largely upon the nature of the discussion prompt (Garrison et al, 2001;Kanuka et al, 2007;McKlin et al, 2001;Perkins & Murphy, 2006).…”

“…To fully realize this learning opportunity, both assessment of critical thinking in overall discussion and assessment of individual critical thinking are required. Assessment of the overall discussion facilitates identification of best pedagogical practices such as activities that promote critical thinking, discussion prompts that solicit critical thinking, or tools which support critical thinking (Baltes, 2002;Kanuka et al, 2007). Assessment of individual critical thinking is necessary to provide feedback and facilitate reflection (Perkins & Murphy, 2006).…”

Perception of democracy in computer-mediated communication: participation, responsibility, collaboration, and reflection

“…Garrison & Anderson (2003) define it as the intellectual environment that grounds sustained critical discourse, both improving the regulation of cognition and choosing strategies (Garrison & Akyol 2013). The model identifies four nonsequential phases of cognitive presence: triggering event, exploration, integration, and resolution (Garrison & Anderson 2003;Kanuka, Rourke, & Laflamme 2007;Park 2009). …”