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Student Facilitators' Habits of Mind and Their Influences on Higher-Level Knowledge Construction Occurrences in Online Discussions: A Case Study
ARTICLE

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IETI Volume 48, Number 3, ISSN 1470-3297

Abstract

Previous research studies on factors influencing student higher-level knowledge construction in asynchronous online discussions have largely focused on the instructors' role, student learning style, and the complexity of the discussion task. This study explores the issue from a different angle--that of student facilitators' habits of mind. Participants of the study were education major students at an Asia-Pacific university. Results suggested significant differences in the frequency of four habits of mind displayed by student facilitators between the group that had the most number of phase II-V occurrences and the group that had fewer numbers of such occurrences. This implies that student facilitators who display these habits more frequently may promote knowledge construction in online discussions. (Contains 1 figure and 2 tables.)

Citation

Hew, K.F. & Cheung, W.S. (2011). Student Facilitators' Habits of Mind and Their Influences on Higher-Level Knowledge Construction Occurrences in Online Discussions: A Case Study. Innovations in Education and Teaching International, 48(3), 275-285. Retrieved August 22, 2019 from .

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