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Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

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Student Moderators in Asynchronous Online Discussion : Scaffolding Their Questions. / Zingaro, Daniel; Makos, Alexandra; Sharmin, Sadia; Wang, Linsday; Despres-Bedward, Antoine; Oztok, Murat.

EdMedia: World Conference on Educational Media and Technology. Waynesville, NC : Association for the Advancement of Computing in Education (AACE), 2017. p. 198-202.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Zingaro, D, Makos, A, Sharmin, S, Wang, L, Despres-Bedward, A & Oztok, M 2017, Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions. in EdMedia: World Conference on Educational Media and Technology. Association for the Advancement of Computing in Education (AACE), Waynesville, NC, pp. 198-202. <https://www.learntechlib.org/p/178321/>

APA

Zingaro, D., Makos, A., Sharmin, S., Wang, L., Despres-Bedward, A., & Oztok, M. (2017). Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions. In EdMedia: World Conference on Educational Media and Technology (pp. 198-202). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/178321/

Vancouver

Zingaro D, Makos A, Sharmin S, Wang L, Despres-Bedward A, Oztok M. Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions. In EdMedia: World Conference on Educational Media and Technology. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). 2017. p. 198-202

Author

Zingaro, Daniel ; Makos, Alexandra ; Sharmin, Sadia ; Wang, Linsday ; Despres-Bedward, Antoine ; Oztok, Murat. / Student Moderators in Asynchronous Online Discussion : Scaffolding Their Questions. EdMedia: World Conference on Educational Media and Technology. Waynesville, NC : Association for the Advancement of Computing in Education (AACE), 2017. pp. 198-202

Bibtex

@inproceedings{61473c2e78354ad79ee6f37bab1ac074,
title = "Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions",
abstract = "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.",
author = "Daniel Zingaro and Alexandra Makos and Sadia Sharmin and Linsday Wang and Antoine Despres-Bedward and Murat Oztok",
year = "2017",
month = nov,
day = "1",
language = "English",
isbn = "9781939797292",
pages = "198--202",
booktitle = "EdMedia",
publisher = "Association for the Advancement of Computing in Education (AACE)",

}

RIS

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 -