Assessing Online Academic Discussion from a Knowledge-Building Perspective: An Exploratory Case Study
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| Title: | Assessing Online Academic Discussion from a Knowledge-Building Perspective: An Exploratory Case Study |
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| Language: | English |
| Authors: | Cheng, Jiaming, Zhang, Lili, Lei, Jing |
| Source: | AERA Online Paper Repository. 2019. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2019 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Case Studies, Computer Mediated Communication, Online Courses, Guidelines, Group Discussion, Constructivism (Learning), Information Seeking, Information Sources, Interaction Process Analysis, Integrated Learning Systems, Graduate Students |
| Abstract: | Online discussion forum is an important component for most online courses. There are different approaches to evaluating the quality of online discussion. This study proposed a multiple-dimensional evaluation framework from a knowledge building perspective. The proposed framework focused on how a topic was advanced in a sub-thread, what was the knowledge building outcome for each student, and what contribution each individual student made. Additionally, by examining six online discussion threads in one online course, we proposed three levels for each dimension. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED614502 |
| Database: | ERIC |
| Abstract: | Online discussion forum is an important component for most online courses. There are different approaches to evaluating the quality of online discussion. This study proposed a multiple-dimensional evaluation framework from a knowledge building perspective. The proposed framework focused on how a topic was advanced in a sub-thread, what was the knowledge building outcome for each student, and what contribution each individual student made. Additionally, by examining six online discussion threads in one online course, we proposed three levels for each dimension. |
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