Designing for and Facilitating Knowledge-Building Discourse in Online Courses

Autor/inn/en	Duvall, Matthew; Matranga, Anthony; Silverman, Jason
Titel	Designing for and Facilitating Knowledge-Building Discourse in Online Courses
Quelle	In: Information and Learning Sciences, 121 (2020) 7-8, S.487-501 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-04-2020-0081
Schlagwörter	Online Courses; Instructional Design; Metacognition; Sociocultural Patterns; Learning Theories; Cooperative Learning; Teaching Methods; Discourse Analysis; Group Discussion; Learning Processes; Course Content; Computer Mediated Communication; Scaffolding (Teaching Technique); Social Networks; Network Analysis; Interaction Process Analysis; Teacher Student Relationship; Communities of Practice + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziokulturelle Theorie; Learning theory; Lerntheorie; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Gruppendiskussion; Learning process; Lernprozess; Kursprogramm; Computerkonferenz; Social network; Soziales Netzwerk; Netzplantechnik; Prozessanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Community
Abstract	Purpose: Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others' ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues' contributions -- sharing, comparing and praising -- rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and making metacognitive contributions to discussions. The purpose of this paper is to review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building by promoting generative interactional practices and particular patterns in interaction. Design/methodology/approach: This conceptual paper presents pragmatic design and instructional guidelines for online course discussions. The purpose is to synthesize existing research and share a detailed framework for supporting generative discussion in asynchronous online work. Findings: The authors review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building. Design features to promote generative discourse include using the asynchronous nature of online settings to have students work privately, share their work, discuss their work with the class and then revise; providing instructions/discussion criteria that scaffold knowledge building; and using appropriate digital tools that mediate interaction around content. The pedagogical practices that affect patterns of interaction include modeling generative discourse, promoting increased interactions by and between participants and using opportunistic grouping strategies. Originality/value: The authors include examples from one of their existing online courses that include these design features and pedagogical practices and discuss results from their ongoing work regarding the generativity of learner interactions in this course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01