How to structure online discussions for meaningful discourse: a case study

This study examined the impact of structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse. Transcripts of twelve online discussions involving 87 participants from four sections of a graduate course entitled Instructional Technology Foundations and Le...

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Bibliographic Details
Published in:British journal of educational technology 2005-01, Vol.36 (1), p.5-18
Main Authors: Gilbert, Patricia K., Dabbagh, Nada
Format: Article
Language:English
Subjects:
Case Studies
Cognitive Ability
Computer Mediated Communication
Course Content
Discourse Analysis
Distance teaching
Educational sciences
Educational Technology
Evaluation Criteria
Learning Theories
Teaching aids
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Summary:This study examined the impact of structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse. Transcripts of twelve online discussions involving 87 participants from four sections of a graduate course entitled Instructional Technology Foundations and Learning Theory were analysed across four semesters. Protocols and evaluation rubrics guiding online discussions in this course ranged from minimal structure or loosely defined protocols in the first section, to high sructure or well defined and comprehensive protocols and evaluation criteria in the fourth section. The analyses revealed that some elements of structure had a significant impact on meaningful discourse. Particularly, guidelines that assisted the facilitation and evaluation of online discussions increased the cognitive quality of student postings promoting a deeper and more meaningful understanding of course content.
ISSN:0007-1013
1467-8535
DOI:10.1111/j.1467-8535.2005.00434.x