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Using Discussion Flow Analysis: The Effects of Socratic Questionings on pre-service teachers’ critical thinking skills in Web-based collaborative learning
PROCEEDINGS

, Walden University, United States ; , , Dankook University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The present study examines the impact of Socratic questioning on pre-service teachers’ critical thinking skills in Web-based collaborative learning. Their critical thinking skills were analyzed in students’ discussion flows in terms of the following three consensus building types: (1) quick consensus building, (2) integration-oriented consensus building, and (3) conflict-oriented consensus building. Both qualitative and quantitative analyses of their discussion flows were examined using a discussion flow analysis tool and a multinomial logistic regression. The result showed that groups exposed to the Socratic questionings were more likely to develop consensus through a conflict-oriented process, rather than a quick consensus building with simple agreements. Implications are discussed.

Citation

Lee, M., Kim, M. & Kim, H. (2013). Using Discussion Flow Analysis: The Effects of Socratic Questionings on pre-service teachers’ critical thinking skills in Web-based collaborative learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1228-1234). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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