Using Threaded Discussions As A Discourse Support
Gregory Gray, Irvine High School, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Students construct meaning from text through conversation and social interaction. The aim of this research was to examine 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 two months, two in my Advanced Placement American Government classes, and two in my 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 in a class discussion and increased the amount of their participation.
Gray, G. (2002). Using Threaded Discussions As A Discourse Support. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 641-642). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)