Accepted author manuscript, 114 KB, PDF document
Available under license: None
Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Student Moderators in Asynchronous Online Discussion
T2 - Scaffolding Their Questions
AU - Zingaro, Daniel
AU - Makos, Alexandra
AU - Sharmin, Sadia
AU - Wang, Linsday
AU - Despres-Bedward, Antoine
AU - Oztok, Murat
PY - 2017/11/1
Y1 - 2017/11/1
N2 - Asynchronous computer-mediated conferencing (CMC) courses rely on sustained threaded discourse to encourage student learning. One successful approach for engaging students is through the use of peer moderators, whose goals are to focus and sustain the discussion, challenge students, and synthesize and summarize shared accomplishments. Peer moderators typically begin by posing thought-provoking questions to their peers, and it is known that different types of questions are differentially effective for generating higher-order discussion. However, prior literature suggests that students use very few question types, and tend to use types that have been linked to low levels of learning. In this research, we scaffold the questioning process, and then investigate the use and impacts of question type on resultant higher-order thinking. We find that the scaffolding led to a rich variety of question types, and that the evidence suggests new research directions for both Application and Course Link questions.
AB - Asynchronous computer-mediated conferencing (CMC) courses rely on sustained threaded discourse to encourage student learning. One successful approach for engaging students is through the use of peer moderators, whose goals are to focus and sustain the discussion, challenge students, and synthesize and summarize shared accomplishments. Peer moderators typically begin by posing thought-provoking questions to their peers, and it is known that different types of questions are differentially effective for generating higher-order discussion. However, prior literature suggests that students use very few question types, and tend to use types that have been linked to low levels of learning. In this research, we scaffold the questioning process, and then investigate the use and impacts of question type on resultant higher-order thinking. We find that the scaffolding led to a rich variety of question types, and that the evidence suggests new research directions for both Application and Course Link questions.
M3 - Conference contribution/Paper
SN - 9781939797292
SP - 198
EP - 202
BT - EdMedia
PB - Association for the Advancement of Computing in Education (AACE)
CY - Waynesville, NC
ER -