Student elaborations and knowledge construction in asynchronous discussion groups in secondary education

Knowledge construction through CSCL: Student elaborations in synchronous, asynchronous, and three-dimensional learning environments

Discussing patient management online: the impact of roles on knowledge construction for students interning at the paediatric ward.

The objectives of this study are to explore the use of asynchronous discussion groups during medical students' clinical rotation in paediatrics. In particular, the impact of role assignment on the level of knowledge construction through social negotiation is studied. Case-based asynchronous discussion groups were introduced to enhance reflection and critical thinking on patient management and t...

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

This article describes the impact of learning in asynchronous discussion groups on students’ levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, a...

Fostering knowledge construction in university students through asynchronous discussion groups

Does collaborative learning in asynchronous discussion groups result in enhancing academic discourse and knowledge construction? This general research question has been researched in a study involving 300 students, working during six months in 38 electronic discussion groups. The transcripts of the discussions were coded and analysed to test hypotheses related to the impact on knowledge constru...

Asynchronous Online Discussion Forum: A Key to Enhancing Students’ Writing Ability and Attitudes in Iran

This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. Two groups of third-year students (N = 60) majoring in English were assigned to two treatment and control groups, each receiving different types of feedback. Students in the treatment group were required to participate ...