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Student Knowledge Construction during Asynchronous Online Discussions in a Face-to-Face course

, Boston University, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This qualitative study sought to determine whether asynchronous online interactions in a face-to-face graduate course facilitate social construction of knowledge among students. The qualitative analysis of online discussion transcripts led to the identification of stages of student knowledge construction similar to those identified by Gunawardena, Lowe, and Anderson (1997) in online courses. The study revealed that students discussed and synthesized information from various classroom as well as online resources during online discussions, and that instructor questions are important to the content of online discussions. The results emphasize the need for more research on the effective design of asynchronous communication in face-to-face courses.


Kumar, S. (2005). Student Knowledge Construction during Asynchronous Online Discussions in a Face-to-Face course. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 739-742). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .


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