Assessing the impact of the structuredness of online discussion protocols on meaningful discourse.

摘要

Asynchronous communication is an integral component of effective online learning. Online discussions are a form of asynchronous communication that can be achieved using various online learning technologies such as WebCT ©, a course management system used to create web-based learning environments. Although there is a growing body of research about the instructional benefits of asynchronous communication, there is little information about the impact of the protocols and procedures that guide online discussions on meaningful discourse. Meaningful discourse is the ability of learners to demonstrate critical thinking skills by making inferences, relating course content to prior knowledge and experience, and interpreting content through the analysis, synthesis, and evaluation of others' understandings.; This study addressed the research question: How does the degree and type of structure used in online discussion protocols influence meaningful discourse in asynchronous online discussions? More specifically, does the structuredness of an online discussion protocol influence the ability of learners to think critically about the issues being discussed? Transcripts of twelve online discussions from four sections of a graduate course entitled “Instructional Technology Foundations and Learning Theory” were analyzed using qualitative methodology.; The data revealed that some elements of structure had an influence on meaningful discourse. More specifically, guidelines to assist facilitation and evaluation rubrics were two items that increased the cognitive level of student postings to online discussion forums. The results of this study will inform both instructors and facilitators of online discussions on how to structure them in order to promote a deeper understanding of course materials by engaging learners in meaningful discourse.