Negotiation of Meaning and Co-Construction of Knowledge: An Experimental Analysis of Asynchronous Online Instruction

Autor/inn/en	Hull, Darrell M.; Saxon, Terrill F.
Titel	Negotiation of Meaning and Co-Construction of Knowledge: An Experimental Analysis of Asynchronous Online Instruction
Quelle	In: Computers & Education, 52 (2009) 3, S.624-639 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2008.11.005
Schlagwörter	Educational Strategies; Constructivism (Learning); Online Courses; Interpersonal Relationship; Interaction; Teaching Methods; Professional Development; Inservice Teacher Education; Asynchronous Communication; Discourse Analysis; Measurement Techniques; Transcripts (Written Records); Communication Research; Instructional Effectiveness; Electronic Learning; Computer Mediated Communication; Computer Assisted Instruction; Educational Technology + Suchen Sie Ihr Suchwort? Lehrstrategie; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Diskursanalyse; Messtechnik; Kommunikationsforschung; Unterrichtserfolg; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien
Abstract	Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were held at the same time, included the same content with the same instructor, and were held in an asynchronous online format. Twenty-four subjects were randomly assigned to the two courses. Using socio-historical constructivist theory to guide instruction interventions, instruction frequency and questioning were intentionally manipulated during one-half of each course. The variations in instruction were hypothesized to promote negotiation of meaning and co-construction of knowledge within both groups. Transcript analysis using a dependent measure of social interaction was applied to the 782 utterances of the participants. Multiple comparisons revealed significant differences in the dependent measure in portions of the course where modified instructional strategies were implemented. The results show that relatively simple alterations in instructional practice (e.g., increasing instructional statements from once to twice per week and engaging participants in dialogue through open-ended questioning) yields a substantially enhanced learning outcome within this environment. Strong evidence suggests that online learning groups depend heavily on instruction to facilitate negotiation of meaning and co-construction of knowledge. This research raises concerns about whether or not instructors employ instructional strategies that influence social knowledge construction and subsequent learning outcomes from asynchronous online courses. In addition, the study demonstrates the utility of a previously published measure for social interaction in CMC. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10