Analysis of problem-solving-based online asynchronous discussion pattern

研究成果: 雜誌貢獻期刊論文同行評審

69 引文 斯高帕斯(Scopus)

摘要

This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners' problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students' problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers' subjective guiding methods and ensure objective observations, we observed learners' online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students' discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students' knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students' discussion without teachers' guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students' discussion and knowledge construction when a teacher is applying a problem-based learning activity.

原文英語
頁(從 - 到)17-28
頁數12
期刊Educational Technology and Society
11
發行號1
出版狀態已發佈 - 2008 一月

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學
  • 工程 (全部)

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