You are here:

Using Phenomenography to Understand STEM Doctoral Students’ Meaning-Making with Discussion Board Postings
PROCEEDING

, Wayne State University - Department of Mathematics, United States ; , Wayne State University - Teacher Education Division, United States

EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examines the discussion board posts of doctoral students who took a seminar related to STEM education as part of their coursework for their program. Twelve weeks’ worth of CANVAS discussion board posts were analyzed using phenomenography as the analytical lens. After analysis, 15 categories were identified. We provide several excerpts to demonstrate the nuances within the discussion board posts which led to the establishment of the categories. This study demonstrates the rich nature that discussion boards can provide to any course along with a clear framing for participants to develop, research, think about, draft, and reflect on their arguments, in addition to responding to their peers.

Citation

Pineau, R. & Ebenezer, J. (2021). Using Phenomenography to Understand STEM Doctoral Students’ Meaning-Making with Discussion Board Postings. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 950-955). United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2021 from .