How the Visual Rhetoric of Online Discussions Enables and Constrains Students' Participation

Autor/in	Sherry, Michael B.
Titel	How the Visual Rhetoric of Online Discussions Enables and Constrains Students' Participation
Quelle	In: Journal of Adolescent & Adult Literacy, 61 (2017) 3, S.299-310 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.683
Schlagwörter	Group Discussion; Large Group Instruction; Computer Mediated Communication; Visual Stimuli; Design; Student Participation; Secondary School Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Gruppendiskussion; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler
Abstract	Whole-class discussions, in which students share and refine ideas with others, can now take place in online forums. In face-to-face classrooms, previous research has identified conversational techniques, such as open-ended questions and uptake of what others have said, that can promote dialogic, whole-class discussions. However, few studies have examined how students' participation can be enabled and constrained by the visual design of online forums. This article evaluates three online conversations among students of different disciplines and geographic regions at secondary, postsecondary, and graduate levels, evaluating the success of each example based first on conversational techniques and then on the visual design of the online forum. Rhetorical principles such as contrast, repetition, alignment, and proximity may help teachers evaluate and redesign potential online forums for more effective online discussions, including how classroom setup, routines, and multimedia can shape students' participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01