Redefining Online Discussions: Using Participant Stances to Promote Collaboration and Cognitive Engagement

Autor/inn/en	Putman, S. Michael; Ford, Karen; Tancock, Susan
Titel	Redefining Online Discussions: Using Participant Stances to Promote Collaboration and Cognitive Engagement
Quelle	In: International Journal of Teaching and Learning in Higher Education, 24 (2012) 2, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Cooperation; Electronic Learning; Distance Education; Online Courses; Taxonomy; Educational Technology; Discussion; Technological Advancement; Asynchronous Communication; Computer Mediated Communication; Content Analysis; Course Content; Masters Degrees; Elementary Education; Higher Education; Technology Uses in Education + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Taxonomie; Unterrichtsmedien; Diskussion; Technological development; Technologische Entwicklung; Computerkonferenz; Inhaltsanalyse; Kursprogramm; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Advances in technology are having a profound impact on distance education as online learning is becoming a preferred educational option. Within these online learning experiences, the asynchronous online discussion has evolved into one of the most commonly used communication tools. However, a lack of cognitive processing and interaction in the discussions appears to limit the potential benefits as suggested within social constructivist theories. This research analyzed participant responses and postings in online discussions and identified seven stances relative to collaboration and cognitive engagement of participants. A taxonomy was created that allows categorization of participant stances with respect to the two constructs. Implications for teaching and research are presented with attention to facilitative prompts, which are used to enhance collaboration and participation within online discussions. (Contains 1 figure.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10