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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
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
FullText Text:
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  Data: 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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      – SubjectFull: Integrated Learning Systems
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      – SubjectFull: Graduate Students
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