Constructing Student Knowledge in the Online Classroom: The Effectiveness of Focal Prompts

Autor/inn/en	Howell, Ginger S.; LaCour, Misty M.; McGlawn, Penny A.
Titel	Constructing Student Knowledge in the Online Classroom: The Effectiveness of Focal Prompts
Quelle	In: College Student Journal, 51 (2017) 4, S.483-490 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Graduate Students; Online Courses; Learning Processes; Computer Mediated Communication; Prompting; Instructional Effectiveness; Concept Formation; Concept Mapping; Curriculum Design; Interaction; Models; Instructional Design; Experimental Groups; Control Groups; Statistical Analysis + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Learning process; Lernprozess; Computerkonferenz; Benutzerführung; Unterrichtserfolg; Concept learning; Begriffsbildung; Concept Map; Lehrplangestaltung; Interaktion; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Statistische Analyse
Abstract	The purpose of this study was to examine the effect of three Structured Divergent discussion board prompt designs on knowledge construction in a graduate online course. According to Andrews (1980), the form of the question affects the extent of the response within a discussion. The Playground prompt, the Brainstorming prompt, and the Focal prompt were implemented in an online classroom to determine impact on student knowledge construction. The Interaction Analysis Model (IAM) tool was used to investigate the online discussion posts. Concept maps were also developed representing the concepts learned. The Focal Prompt design proved most effective in encouraging knowledge construction among online graduate students. The Focal Prompt design requires students to choose an argument and support the view point with a rationale. By doing so, students were better able to construct knowledge as related to course content. The results of this study can be used by instructors and curriculum designers to create a more effective online experience which furthers student knowledge and learning in the online classroom. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01