ERIC Number: ED475932
Record Type: RIE
Publication Date: 2002-Jun
Using Threaded Discussions as a Discourse Support.
Students construct meaning from text through conversation and social interaction. This research examines how the use of an online, threaded discussion, as a discourse support, can facilitate deeper levels of student understanding. The basic assumption being tested is that using discourse supports, applying various discussion strategies like reciprocal teaching, creates an underpinning to do intellectual work and that these supports can be employed in an online discussion environment. Four online discussions were conducted over a period of 2 months, 2 in Advanced Placement American Government classes, and 2 in college-prep American Government classes. In an online discussion, the students and the teacher have a visual record of the conversation and the quantitative and qualitative aspects of the conversations. The online discussion environment allowed more students to participate Ina class discussion and increased the amount of their participation. Appendixes include: a course outline; several sample screens from the classes; and a threaded discussion evaluation form. (Author)
Descriptors: Comprehension, Computer Mediated Communication, Discussion (Teaching Technique), Group Discussion, Instructional Innovation, Interaction, Learning Strategies, Online Systems, Reciprocal Teaching, Scaffolding (Teaching Technique), Secondary Education, Student Participation
For full text: http://confreg.uoregon.edu/necc2002/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916.