Online Graduate Studies in Art Education: Promising Strategies for Stimulating Higher Order Thinking in Asynchronous Discussion Forums
Diane Gregory, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The presenter will provide examples of promising social constructivist strategies for stimulating higher order thinking in online graduate courses in art education. These strategies are: 1. asynchronous large & small group online discussion forums facilitated by students who assume creative roles, 2. student created, large group PowerPoint presentations that are facilitated by students using Socratic questioning and 3. contemplative practices such as mindfulness, reflective practice, journaling, meditation and art making. Preliminary results of a qualitative study indicate that when a combination of offline and online strategies are used within an online constructivist learning environment, students engage in higher order thinking more frequently than when online asynchronous discussion strategies are used alone. The strategies used within this comprehensive online instructional design will be of interest to scholars who are studying technological pedagogical content knowledge.
Gregory, D. (2007). Online Graduate Studies in Art Education: Promising Strategies for Stimulating Higher Order Thinking in Asynchronous Discussion Forums. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (p. 2198). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/24915/.
- Brooks, J.G. & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexendria, VA: Association for Supervision and Curriculum Development.
- Hirumi, A. (2002). Student-centered, technology-rich learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal of Technology and Teacher Education. 10(4), 497-530.
- Hopson, M.H., Simms, R.L., & Knezek, G.A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education 34(2), 109-119.
- Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: CA, Jossey-Bass Publishers.
- Palloff, R.M. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realties of online teaching. San Francisco: CA, Jossey-Bass Publishers.
- Palloff, R.M. & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: CA, Jossey-Bass Publishers. Salmon, G. EModerating: (2003). The key to teaching and learning online. 2nd edition. London: Eng, RoutledgeFalmer. Salmon, G. ETivities (2003). The key to active online learning. London: Eng: RoutledgeFalmer.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.