Abstract
Provided that effective practices in online instructional design are met and e-myths regarding online learning are contested, asynchronous online discussions (AODs) may promote productive interaction, reflecting knowledge sharing, knowledge construction, knowledge creation or hybrids of these discourses. Within a naturalistic higher education setting, we revisited lingual data analysed in a previous study, employing Booth and Hulten’s (2003) taxonomy of pivotal contributions to online discussions to describe students’ ‘talk’ during text-based AODs. The taxonomy constituted a more comprehensive model of productive online discussion than that used in the earlier study. Contrary to our initial assumptions as novice e-instructors, functional moves were predominantly factual, while reflective and learning contributions were either uncommon or absent. In addition, participatory contributions were rare. These findings have clear pedagogical implications for the instructional design of AODs aimed at fostering productive interaction. We therefore identify design considerations that should underpin online pedagogy as it pertains to meaningful online discussion. Keywords: online instructional design, asynchronous online discussions, e-myths, knowledge sharing, knowledge construction, knowledge creation
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
