Abstract
University graduate level science courses (over four different semesters) were investigated to measure how knowledge articulation dialog (in discussion forums) improved essay and case study scores. The knowledge articulation teaching methodology was integrated from the educational psychology and knowledge management literature while Socratic questioning was drawn from the education community of practice. A quasi-experiment (with strong degree of control) was configured, with teaching method (knowledge articulation versus questioning) being the treatment factor. Descriptive statistics, correlation analysis, ANOVA, MANOVA and MANCOVA techniques were utilized to test the hypothesis.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Arbaugh, J. B. (2005). Is there an optimal design for on-line mba courses? Academy of Management Learning & Education, 4(2), 135–149.
Baker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning. Westport: Quorum Books.
Barrie, S. C., & Ginns, P. (2007). The linking of institutional performance indicators to improvements in teaching in classrooms. Quality in Higher Education, 13(3), 275–286.
Brookfield, S. D. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227–242.
Byers, C. (2005). Multi-level alignment model: transforming face-to-face into e-instructional programs. Journal of Workplace Learning, 17(5/6), 346–358.
Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Wiley.
Costin, H., & Hamilton, D. (2009). Quality in business education as measured by accreditation and ranking systems. International Journal of Management in Education, 3(3/4), 249–269.
Cox, G., Carr, T., & Hall, M. (2004). Evaluating the use of synchronous communication in two blended courses. Journal of Computer Assisted Learning; Oxford, 20(3), 183.
Crow, J., & Smith, L. (2005). Co-teaching in higher education: Reflective conversation on shared experience as continued professional development for lecturers and health and social care students. Reflective Practice, 6(4), 491–506.
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., et al. (2008). Powerful learning: What we know about teaching for understanding. NY: John Wiley & Sons.
Glenn, L., Jones, C., & Hoyt, J. (2003). The effect of interaction levels on student performance: a comparative analysis of web mediated versus traditional delivery. Journal of Interactive Learning Research, 14(3), 285–299.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River: Prentice-Hall.
Hiemstra, R., & Brockett, R. G. (1994). Overcoming resistance to self-direction in adult learning. New Directions for Adult and Continuing Education, 64, 32–47.
Hintikka, J. (2008). Socratic epistemology: Explorations of knowledge-seeking by questioning. New York: Cambridge University.
Jenlink, P., & Carr, A. A. (1996). Conversation as a medium for change in education. Educational Technology, 4, 31–38.
Kienle, A. (2009). Intertwining synchronous and asynchronous communication to support collaborative learning—system design and evaluation. Education and Information Technologies, 14(1), 55–79.
Kingston, E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12, 204–221.
Klemm, W. R. (2002). Analytical model for teaching students to analyze research reports in an asynchronous computer conference environment. Journal of College Science Teaching, 31(5), 298–302.
Laurillard, D. (2007). Modelling benefits-oriented costs for technology enhanced learning. Higher Education, 54(1), 21–39.
Lemak, D. J., Shin, S. J., Reed, R., & Montgomery, J. C. (2005). Technology, transactional distance, and instructor effectiveness: an empirical investigation. Academy of Management Learning & Education, 4(2), 150–159.
Mooij, T. (2009). Education and ict-based self-regulation in learning: theory, design and implementation. Education and Information Technologies, 14(1), 3–27.
Nonaka, I., Toyama, R., & Konno, N. (2001). Seci, ba, and leadership: A unified model of dynamic knowledge creation. In I. Nonaka & D. Teece (Eds.), Managing industrial knowledge creation, transfer and utilization. Thousand Oaks: Sage.
Pask, G. (1975). Conversation, cognition, and learning. New York: Elsevier.
Pask, G., Kallikourdis, D., & Scott, B. C. E. (1975). The representation of knowables. International Journal of Man-Machine Studies, 17, 15–134.
Psaromiligkos, Y., & Retalis, S. (2003). Re-evaluating the effectiveness of a web-based learning system: a comparative case study. Journal of Educational Multimedia and Hypermedia, 12(1), 5–20.
Richardson, R. (2003). Approaches to studying and perceptions of academic quality in a short web-based course. British Journal of Educational Technology, 34(4), 433–442.
Sherry, L., Billig, S. H., & Tavalin, F. (2000). Good online conversation: building on research to inform practice. Journal of Interactive Learning Research, 11(1), 85–127.
Stewart, B. L., Norwood, M., Ezell, S., & Waight, C. (2006). Case study: collaborative creation of an on-line degree program. Innovations in Education and Teaching International, 43(3), 197–211.
Strang, K. D. (2004). Applying learning goal theory and relational database design to web-based education creation and delivery. Proceedings of the North America Web Conference, Fredericton NB. Retrieved June 23, 2009 from www.unb.ca/naweb2004
Strang, K. D. (2009a). How multicultural learning approach impacts grade for international university students in a business course. Asian English Foreign Language Journal Quarterly, 11(4), 271–292.
Strang, K. D. (2009b). Measuring online learning approach and mentoring preferences of international doctorate students. International Journal of Education Research, 48(3), 121–142.
Strang, K. D. (2010a). Articulating tacit knowledge in multinational e-collaboration on new product designs. In P. Francq (Ed.), Collaborative search and communities of interest: Trends in knowledge sharing and assessment. Hershey: IGI Global.
Strang, K. D. (2010b). Effectively teach professionals online: Explaining and testing educational psychology theories (2nd ed.). Germany: VDM.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., & Shaw, S. M. (2006). Teaching courses online: a review of the research. Review of Educational Research, 76(1), 93–135.
Tan, B. T. (2003). Does talking with peers help learning? The role of expertise and talk in convergent group discussion tasks. Journal of English for Academic Purposes, 2, 53–66.
Tsai, P.-J., Hwang, G.-J., Tseng, J. C. R., & Hwang, G. H. (2008). Computer-assisted approach to conducting cooperative learning process. International Journal of Distance Education Technologies, 6(1), 49–66.
Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and socratic approaches. American Psychologist, 57(2), 89–99.
Wise, A. F., Padmanabhana, P., & Duffy, T. M. (2009). Connecting online learners with diverse local practices: the design of effective common reference points for conversation. Distance Education Journal, 30(3), 317–338.
Zimmer, R. S. (2001). Variations on a string bag: using pask’s principles for practical course design. Kybernetes, 30(7/8), 19.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Strang, K.D. Knowledge articulation dialog increases online university science course outcomes. Educ Inf Technol 16, 123–137 (2011). https://doi.org/10.1007/s10639-010-9130-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-010-9130-z