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首页> 外文期刊>Instructional Science >Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques
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Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques

机译：异步在线讨论中的更高层次的知识构建：对小组规模，在线讨论的持续时间和学生促进技术的分析

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This study is concerned with the challenge of understanding what factors may influence students’ higher level knowledge construction. We defined higher level knowledge construction occurrences as the sum of the number of phases II to V measured using Gunawardena et al.’s (J Educ Comput Res 17(4):397–431, 1997) interaction analysis model. This paper is organized into two studies. In the first study, we examined the relationship between the frequency of higher level knowledge construction occurrences and group size, as well as the duration of the online discussion. Data were collected through online observations of 40 discussion forums. We found a significant positive relationship between group size and the frequency of higher level knowledge construction occurrences. However, there was no correlation between the duration of the online discussion and the frequency of such occurrences. In the second study, we examined the types of student facilitation techniques used. A further analysis of the data was conducted—of the 40 forums, 14 forums with higher incident rate of higher level knowledge construction occurrences were identified. Fourteen less frequent forums were then randomly chosen from the remaining forums. We found significant differences in the frequency of four student facilitation techniques employed between the more frequent group and the less frequent one. The results of this study suggest that using these four techniques more frequently may promote knowledge construction in asynchronous online discussions.
机译：这项研究的重点是要了解了解哪些因素可能会影响学生的更高层次的知识建构。我们将较高级别的知识构建事件定义为使用Gunawardena等人（J Educ Comput Res 17（4）：397-431，1997）相互作用分析模型测得的II至V相数的总和。本文分为两项研究。在第一个研究中，我们研究了更高层次的知识构建发生频率与小组规模之间的关系，以及在线讨论的持续时间。通过对40个讨论论坛的在线观察收集了数据。我们发现小组规模与高层知识建设发生频率之间存在显着的正相关关系。但是，在线讨论的持续时间与此类事件发生的频率之间没有关联。在第二项研究中，我们检查了所使用的学生便利化技术的类型。对数据进行了进一步分析，在40个论坛中，确定了14个论坛，其事件发生率更高，知识建设水平更高。然后从其余论坛中随机选择了14个不那么频繁的论坛。我们发现，在频率较高的组和频率较低的组之间，四种学生便利化技术的使用频率存在显着差异。这项研究的结果表明，更频繁地使用这四种技术可能会促进异步在线讨论中的知识构建。

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