Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation.
This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as th...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 2; pp. 177 - 189 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344531&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344531 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2009 vid: 25 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344531 105344531 2010457761 10.1111/j.1365-2729.2008.00292.x 105344531 ppf: 177 ppct: 12 formats: tig: atl: Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation. aug: au: De Wever B Van Keer H Schellens T Valcke M affil: Department of Education, Faculty of Psychology and Educational Sciences, Ghent University, H. Dunantlaan 2, B-9000 Ghent, Belgium sug: subj: Interpersonal Relations Education Learning Methods Self Assessment Social Skills Training Belgium Clinical Trials Coding Colleges and Universities Confidence Intervals Content Analysis Data Analysis Software Multivariate Analysis Outcomes of Education Quantitative Studies Reflection Repeated Measures Science Education Self Concept Student Knowledge Students Human ab: This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12-week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated-measures multilevel modeling was adopted to analyse the data from the content analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self-assessment has no significant added value. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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