A Taxonomy of Learning Through Asynchronous Discussion
Dave S. Knowlton, Southern Illinois University Edwardsville, United States
Journal of Interactive Learning Research Volume 16, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This article presents a five-tiered taxonomy that describes the nature of participation in, and learning through, asynchronous discussion. The taxonomy is framed by a constructivist view of asynchronous discussion. The five tiers of the taxonomy include the following: (a) passive participation, (b) developmental participation, (c) generative participation, (d) dialogical participation, and (e) metacognitive participation. This article concludes with implications for pedagogy and suggestions for the direction of future theoretical and empirical research.
Knowlton, D.S. (2005). A Taxonomy of Learning Through Asynchronous Discussion. Journal of Interactive Learning Research, 16(2), 155-177. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Jevon Brunk, Maurizio Caporali & Elisa Rubegni, University of Siena, Italy
Journal of e-Learning and Knowledge Society Vol. 3, No. 2 (2007) pp. 103–114
Dorit Maor, Murdoch University, Australia
Global Learn 2010 (May 17, 2010) pp. 4247–4252
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