Essential Elements in Designing Online Discussions to Promote Cognitive Presence--A Practical Experience
Journal of Asynchronous Learning Networks Volume 12, Number 3, ISSN 1939-5256
Online discussions have been increasingly integrated into face-to-face classes at universities to enhance student learning of course content. The primary focus of past research has been on the end products of online discussions. Studies reported either successful findings or results that fell short of desired learning outcomes. An in-depth investigation is needed about how the design of online discussions is related to success. This paper reports our experiences in conducting a three-phase, design-based study: (1) designing the online discussion activity; (2) implementing our design in a university course; (3) empirically investigating our design. (Contains 4 tables and 3 figures.)
Wang, Y.m. & Chen, V.D.T. (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence--A Practical Experience. Journal of Asynchronous Learning Networks, 12(3), 157-177.
Cited ByView References & Citations Map
Yu-mei Wang, University of Alabama at Birmingham, United States
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 5–25
Developing a Quality Enhancement Framework for Collaborative Online Courses – Building on Constructivism with a Design Science in Information Systems Approach
Ilkka Haukijärvi & Timo Nevalainen, Tampere University of Applied Sciences, Finland
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 480–489
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