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ERIC Number: EJ1018689
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-2042-7530
Democratizing Classroom Discourse: The Challenge for Online Writing Environments
Kline, Sonia; Letofsky, Kirsten; Woodard, Rebecca
E-Learning and Digital Media, v10 n4 p378-394 2013
This article is intended to highlight peer response discourse trends and to initiate a dialogue about the ways in which educators, and designers of educational environments, can play a central role in creating more democratic discourse in classrooms. We report on a research and development project involving education experts, computer engineers, assessment specialists and, most importantly, the teachers and students who inform our work. We share findings about the general discourse patterns of students from six eighth-grade classes as they use the peer feedback component of our developing online writing environment. We also examine multiple responses from one teacher's classroom. We argue that new online environments offer great potential for reimaging classroom discourse (e.g. less teacher-directed and more horizontally distributed). However, our research in this developing environment indicates that students in very different contexts respond to each other in somewhat "typical" ways (e.g. they rarely elicit and offer few change strategies). Furthermore, teachers' initiating texts (e.g. assignments and rubrics) influence student discourse, often in unintentional ways that restrict student voices. Finally, we discuss implications of our work and offer a number of key recommendations for educators and designers working to promote more horizontal (peer-to-peer) discourse.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A