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- Publisher Website: 10.1007/s11251-008-9087-0
- Scopus: eid_2-s2.0-77955836853
- WOS: WOS:000283151400003
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Article: Student contribution in asynchronous online discussion: A review of the research and empirical exploration
Title | Student contribution in asynchronous online discussion: A review of the research and empirical exploration |
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Authors | |
Keywords | Asynchronous online discussion Discussion guidelines Student contribution Student facilitation |
Issue Date | 2010 |
Citation | Instructional Science, 2010, v. 38 n. 6, p. 571-606 How to Cite? |
Abstract | The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. © 2008 Springer Science+Business Media B.V. |
Persistent Identifier | http://hdl.handle.net/10722/194283 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 1.198 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Hew, KF | - |
dc.contributor.author | Cheung, WS | - |
dc.contributor.author | Ng, CSL | - |
dc.date.accessioned | 2014-01-30T03:32:24Z | - |
dc.date.available | 2014-01-30T03:32:24Z | - |
dc.date.issued | 2010 | - |
dc.identifier.citation | Instructional Science, 2010, v. 38 n. 6, p. 571-606 | - |
dc.identifier.issn | 0020-4277 | - |
dc.identifier.uri | http://hdl.handle.net/10722/194283 | - |
dc.description.abstract | The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. © 2008 Springer Science+Business Media B.V. | - |
dc.language | eng | - |
dc.relation.ispartof | Instructional Science | - |
dc.subject | Asynchronous online discussion | - |
dc.subject | Discussion guidelines | - |
dc.subject | Student contribution | - |
dc.subject | Student facilitation | - |
dc.title | Student contribution in asynchronous online discussion: A review of the research and empirical exploration | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s11251-008-9087-0 | - |
dc.identifier.scopus | eid_2-s2.0-77955836853 | - |
dc.identifier.hkuros | 244645 | - |
dc.identifier.volume | 38 | - |
dc.identifier.issue | 6 | - |
dc.identifier.spage | 571 | - |
dc.identifier.epage | 606 | - |
dc.identifier.isi | WOS:000283151400003 | - |
dc.identifier.issnl | 0020-4277 | - |