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The Effectiveness of Collaborative Online Discussion in Higher Education
PROCEEDINGS

, , Texas A&M University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As more and more online discussions are set up, one crucial question for instructors is whether students benefit from these discussion sessions. This paper reviews literature from the research of two forms of online discussion, synchronous and asynchronous, to the examination of its relationship with collaborative learning and knowledge construction in an effort to elicit the effectiveness of a successful online collaborative discussion. It aims to determine the efficacy of online discussion and ascertain its contribution to Web-based instruction as well as in supplement to face-to-face courses. The result shows that despite some constraints, either form of online discussion enhances collaborative learning and that with the use of argumentation, rationale and higher-order thinking, online discussion can promote knowledge construction significantly.

Citation

Lee, Y.h. & Wu, J.Y. (2006). The Effectiveness of Collaborative Online Discussion in Higher Education. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2149-2153). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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