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Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies
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, Northern Illionois University, United States ; , SUNY-Empire State College, United States ; , Indiana University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study aims to investigate knowledge construction and instructor facilitative strategies at three different student engagement phases: learner-cooperative, learner-collaborative, and learner-led. One main finding shows that more advanced student knowledge construction at the learner-cooperative and learner-collaborative phases were reached than at the learner-led phase as the instructor applied more substantial facilitative strategies in the first two phases than in the last. However, the student learning surveys show that students were most satisfied with their knowledge construction in the student-led phase. This paper also presents other findings regarding effective facilitative strategies for helping students reach higher levels of knowledge construction.

Citation

Lu, L., Lai, A.L. & Jeng, I. (2008). Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 526-531). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 25, 2019 from .

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