Knowledge construction and misconstruction: A case study approach in asynchronous discussion using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG)

Yap, Kueh Chin; Chia, Kok Pin

doi:10.1016/j.compedu.2010.07.002

Cited by 21 publications

(9 citation statements)

References 36 publications

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“…Participation and interaction can be understood in several ways. Such methods include reading someone's messages, posting one's own messages, responding to other's opinions, and sharing one's ISSN 2377-22632017 own information with others Yap & Chia, 2010). However, the result of the first case analysis showed it was possible to obtain higher cognitive dimension of knowledge building within the structure of discussion.…”

Section: Discussionmentioning

confidence: 75%

“…It provides social context for learning and makes collaborative learning possible (Liu & Tsai, 2008). Previous studies mentioned that online asynchronous learning community has been the most adopted environment of interaction in CMC due to the advantages associated with it (Lucas et al, 2014;Yap & Chia, 2010). Learners have opportunities to reflect, think, share their own experience with peers and search for new information in this environment (Anderson & Dron, 2011;De Wever et al, 2006;Lee, 2012;Pena-Sheff & Nichollas, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

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Types of Interaction in Online Discussion Forums: A Case Study

Khlaif

Nadiruzzaman

Kwon

2017

JEI

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The purpose of this paper is to identify the types of students' interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students' discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were ISSN 2377-2263 2017 www.macrothink.org/jei 156 engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction. Journal of Educational Issues

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Section: Discussionmentioning

confidence: 75%

Section: Literature Reviewmentioning

confidence: 99%

Types of Interaction in Online Discussion Forums: A Case Study

Khlaif

Nadiruzzaman

Kwon

2017

JEI

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“…One such step taken by the educators is to implement a virtual learning environment such as the asynchronous online discussion (AOD) to enhance speaking skills among the ESL learners. The AOD creates an authentic learning environment similar to a face-to-face classroom environment where knowledge and information can be effectively constructed, validated, communicated and shared (Yap & Chia, 2010). The AOD not only creates opportunities for learners to communicate in the target language, but also provides an environment for the learners to discuss, explain, elaborate and defend their opinion using their higher learning order thinking skills (Rourke & Anderson, 2002).…”

Section: Introductionmentioning

confidence: 99%

Enhancing ESL Learners Speaking Skills through Asynchronous Online Discussion Forum

Bakar¹,

Latiff²,

Hamat³

2013

ASS

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Communicating orally in a second or foreign language such as English can be a difficult task especially for the low proficiency learners as they may lack the confidence and feel shy and apprehensive when interacting verbally in the target language. This may hold them back from expressing themselves vocally though they are fully aware that in order to be fluent in the target language, they need to practise speaking not only in the classroom but also outside the classroom. This paper discusses the use of an asynchronous online discussion forum (AODF) as a communication tool to assist the low proficiency ESL learners to build their confidence and practise using the target language orally. As an online discussion forum, the Multimedia Enhance Discussion Forum (MEDiF) was specifically designed to be used by a selected group of low proficiency ESL learners at tertiary level for one academic semester. This online forum allows the learners to audio and video-record their discussions, listen to the recorded discussions and respond to their friends' ideas and opinions. Interviews and observations of the discussions on the MEDiF were conducted to gather data. The findings generally indicate positive responses from the ESL learners although there were also some obstacles faced by them while utilizing the MEDiF.

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“…Sin embargo, para que ello ocurra es indispensable el desarrollo de habilidades, por parte del profesor, para guiar a los participantes en la construcción de ideas con base en la perspectiva del otro y para estimular niveles más avanzados de pensamiento (Hou Chang & Sung, 2009;Lucas, Gunawardena & Moreira, 2014). Además, requiere que el profesor o facilitador monitoree de forma permanente los espacios de discusión virtual en aras de disminuir la elaboración de ideas o conceptos errados que se puedan generar en las discusiones (Yap & Chia, 2010).…”

Section: Página 67unclassified

Herramientas de comunicación y presentación de contenidos en pregrados virtuales colombianos

Suárez

Báez

Rees

2016

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ResumenEste artículo de investigación expone los resultados de un estudio mixto que examinó las experiencias y percepciones de un grupo de profesores, coordinadores y estudiantes de programas de pregrado en modalidad virtual en Colombia acerca del empleo de herramientas para la comunicación, la presentación y la apropiación de contenidos. A pesar de algunos logros, los hallazgos evidencian la necesidad de enfatizar la interacción con carácter dialógico y la colaboración en los espacios diseñados para la comunicación. Así mismo, la representación de información requiere apelar a formas distintas al texto escrito que motiven a los estudiantes a interactuar con los materiales y estimulen su comprensión de contenidos. Palabras clavesEducación a distancia; aprendizaje virtual; educación superior; comunicación; tecnología de la información Transferencia a la prácticaLos avances tecnológicos de la web posibilitan el empleo pedagógico de múltiples herramientas para apoyar los procesos educativos de un número cada vez más grande de estudiantes en programas de pregrado en modalidad virtual. Los resultados de esta investigación invitan a incursionar en el empleo de redes sociales, espacios de creación colectiva y espacios para el estímulo de la creatividad en aras de enriquecer la presentación y apropiación de contenidos de los programas y generar procesos de comunicación entre estudiantes y profesores más significativos y enriquecedores. AbstractThis paper presents the results of a mixed study that examined the experiences and perceptions of a group of professors, coordinators and students from online undergraduate programs in Colombia regarding the use of communication tools, presentation and appropriation of contents. Despite some achievements, these findings highlight the need to emphasize a dialogic character interaction and collaboration within the spaces designed for this kind of communication. In addition, this paper highlights that information needs to be presented in different ways to motivate students to interact with the materials and to stimulate their understanding of contents.

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Knowledge construction and misconstruction: A case study approach in asynchronous discussion using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG)

Cited by 21 publications

References 36 publications

Types of Interaction in Online Discussion Forums: A Case Study

Types of Interaction in Online Discussion Forums: A Case Study

Enhancing ESL Learners Speaking Skills through Asynchronous Online Discussion Forum

Herramientas de comunicación y presentación de contenidos en pregrados virtuales colombianos

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