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Towards understanding knowledge construction in online learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNPaper

Published
Publication date2014
Host publicationProceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014
EditorsJan Herrington, Jarmo Viteli, Marianna Leikomaa
Place of PublicationTampere, Finland
PublisherAACE
Pages2087-2091
Number of pages5
ISBN (Print)9781939797087
Original languageEnglish

Abstract

Learning scientists have indicated that one way to support knowledge construction in asynchronous threaded discussions is to provide means by which critical discourse can be supported. However, studies that seek to understand critical discourse in online learning tend to focus on the outcomes of threads or examine threads in aggregate. In order to understand the pedagogical processes by which knowledge construction can be initiated and sustained, I examined patterns of social, cognitive, and teaching presences influencing the development of pivotal notes (notes that trigger knowledge construction). Evidence suggests that exhibiting high levels of cognitive presence tends to lead quickly to knowledge construction, whereas the other presences do not. Research directions are suggested to better understand these processes.