Questioning skills facilitate online synchronous discussions.
The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, whi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 4; pp. 303 - 314 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Aug2005
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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=106504226&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106504226 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2005 vid: 21 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106504226 106504226 2005123807 10.1111/j.1365-2729.2005.00138.x 106504226 ppf: 303 ppct: 11 formats: tig: atl: Questioning skills facilitate online synchronous discussions. aug: au: Wang C affil: Graduate School of Education, National Changhua University of Education, Changhua City, Taiwan; chwang@cc.ncue.edu.tw sug: subj: Education, Non-Traditional Learning Methods Taiwan Teachers Human ab: The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had moved on. Furthermore, the high level of questions engaged students in higher order thinking. That is, OSD can be productive for learning when organised with appropriate questioning skills. The implication is that educators have to re-engineer their thinking to teach with OSD in order to discover effective pedagogy that uses OSD as an integral component in teaching. Research on educational OSD should focus on how and when it is an appropriate learning tool that enhances learning processes and outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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