Effects of Different Types of Instructor Comments in Online Discussions

Autor/inn/en	Kwon, Kyungbin; Park, Su Jin; Shin, Suhkyung; Chang, Chae Young
Titel	Effects of Different Types of Instructor Comments in Online Discussions
Quelle	In: Distance Education, 40 (2019) 2, S.226-242 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwon, Kyungbin) ORCID (Park, Su Jin) ORCID (Shin, Suhkyung) ORCID (Chang, Chae Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2019.1602469
Schlagwörter	Feedback (Response); Learner Engagement; Positive Reinforcement; Computer Mediated Communication; Graduate Students; Online Courses; Perspective Taking; Interaction; Asynchronous Communication; Group Discussion; Instructional Design; Cues; Cooperative Learning; Teacher Role; Facilitators (Individuals); Critical Thinking + Suchen Sie Ihr Suchwort? Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Zukunftsperspektive; Interaktion; Gruppendiskussion; Lesson concept; Lessonplan; Unterrichtsentwurf; Stichwort; Kooperatives Lernen; Lehrerrolle; Kritisches Denken
Abstract	The current study examined the effects of different types of instructor comments on student engagement in an online discussion. In particular, this study examined three comment types: (1) praise-oriented comments, agreeing with students' initial messages and recapping their ideas, (2) elaboration-encouraging comments, requesting elaboration on the initial messages, and (3) perspective-widening comments, suggesting different or thought-provoking opinions responding to the initial messages. Seventeen graduate students enrolled in an online course were recruited. A content analysis was employed to evaluate the levels of knowledge construction. Interactivity was measured by the number of posts and idea units. The findings revealed that perspective-widening comments facilitated students' evaluation on the peer postings and brought up diverse perspectives, contributing to knowledge construction. While elaboration-encouraging comments led to high interactivity among students, praise-oriented comments had no significant effect on the frequency of interactivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01