Effective Assessment of Online Discourse in LIS Courses

Abstract

Since the use of online instruction is a necessity in Library and Information Science (LIS) education, and since asynchronous discussion is the most popular pedagogical technique employed by online instructors, an alternative assessment means for evaluating student is imperative. This study sought to further research on effective assessment of online discourse in LIS education by analyzing the quality of student knowledge construction and in relation to the type of questions posed by the instructor and the nature of student interaction using a combination of two theoretical frameworks. Introduction Library and Information Science (LIS) students are graduating and entering an environment where virtual networks of information and opportunities to learn abound. Main noted that immersing students in the milieu of the very technology in which they will work and communicate seems to hold the best hope for building the intellectual framework and practical skills needed by the information specialist to function completely in the work place of the 21st century and called for requiring all students to take Web-based courses.1 Similarly, Tyler found LIS to be a suitable subject for online because of a match between the subject and the delivery medium.2 Main posited that two of the greatest challenges facing LIS educators today include: (1) ensuring graduates can deal with the pace of social, economic, and technological change and (2) developing effective distance education delivery systems.3 LIS educators seem to be embracing these challenges with offerings of online learning,4 and asynchronous discussion appears to be the most popular pedagogical technique employed by instructors.5 Asynchronous discussion has the potential to provide collaborative work, dialogue, several types of thinking/learning opportunities in an online course community,6 as well as deep and durable learning that increases student motivation.7 Jonassen, Mayes, and McAleese described this type of connection as knowledge construction, or a process of students exploring issues, taking positions, discussing those positions in an argumentative format, and reflecting on and re-evaluating their own positions.8 Studies of asynchronous discussion as computer-mediated communication (CMC) reveal that students exhibit more sophisticated decision-making processes than face-to-face (F2F) students,9 show an increase in participation and collaborative thinking,10 learn to articulate and negotiate their developing knowledge structures,1 1 and engage in higher-order processing of information by constructing personal meaning through collaborative interaction. ' 2 Indeed, asynchronous discussion appears to be a perfect forum for an academic discourse promoting increased student engagement, critical analysis and reflection, and the social construction of knowledge.13 The benefits of employing asynchronous discussion in an online course appear to be widely accepted; however, the practice of effective design, facilitation, and maintenance of discussion is a critical but difficult process. Muilenburg & Berge emphasize the importance of instructors to write thought-provoking questions that elicit higher-level thinking processes among students.14 Other research has focused on the students' contributions to discussion.13 Few researchers have tackled the process of holistically assessing quality of discourse by examining instructor and student roles within a particular context.16 Since LIS instruction is relying heavily upon this alternative medium, examination of the quality of taking place is imperative yet difficult to grasp without considering both the instructor's role in question construction and the students' role in actual interaction. Purpose of the Study Knowlton noted that a valuable online discussion relies on students' initiative: their willingness to share personal understandings, react to classmates' understandings, and construct new perspectives. …