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Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study

Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study

Khe Foon Hew, Wing Sum Cheung
Copyright: © 2010 |Volume: 5 |Issue: 4 |Pages: 12
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781613502211|DOI: 10.4018/jwltt.2010100103
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MLA

Hew, Khe Foon, and Wing Sum Cheung. "Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study." IJWLTT vol.5, no.4 2010: pp.44-55. http://doi.org/10.4018/jwltt.2010100103

APA

Hew, K. F. & Cheung, W. S. (2010). Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 5(4), 44-55. http://doi.org/10.4018/jwltt.2010100103

Chicago

Hew, Khe Foon, and Wing Sum Cheung. "Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 5, no.4: 44-55. http://doi.org/10.4018/jwltt.2010100103

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Abstract

Prior research has suggested that higher levels of knowledge construction (e.g., where opinions are argued, challenged, or negotiated) have rarely been demonstrated in student online discussions. In this study, the authors replicate prior research on group size, discussion duration, and student facilitation techniques to examine the influence of these factors on the attainment of higher level knowledge construction. Data were collected from 12 online discussion forums involving undergraduate students and students’ reflection logs. Analysis of the data confirms a significant positive correction between higher level knowledge construction occurrences and group size. No correlation is found between the discussion duration and the occurrences of higher level knowledge construction. Further analysis between the higher and lower performing forums suggests that a certain critical mass, which appears to be a group size of about 10 participants, may be required to direct the discussion to advanced levels of knowledge construction. In addition, results show that students in higher performing forums used the facilitation technique of pointing, highlighting unanswered or unresolved issues statistically significantly more than their counterparts in lower performing forums.

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