Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse

This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings, are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation, afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio recordings, field notes and interviews.     

Scapegoating and conflict in the classroom: A resolution through classroom discussions

Summary As is often the case for the counsellor, initial referrals when explored further lead to other issues. In this paper, a methodology was presented for dealing with scapegoating problems and a negative classroom atmosphere. The methodology involved the use of structured questions designed to help children: explore problem areas, express feelings, understand conflicts and activate the motivation to change and act positively. The sequencing of the format is important in that it allows for movement and transformation of thoughts and feelings. In addition, particular attention was paid to entry and exit stages and to shifts from self to other, facts to problems and problems to solutions. The model is easily understood by teachers and after a few modelling sessins by the counsellor most are able to use it on their own with minimal supervision.University of British ColumbiaThis article will also be published in Elementary School Guidance and Counseling, a journal of APGA.     

也淡开放教育的"网上教学"

总结性评估结束后,开放教育转入日常教学,作为开放教育主要教学手段之一的网上教学也日益受到大家的重视.但这一活动在开展过程中还存在着一些误区,分析这些误区并拿出具体的改进措施,才是搞好开放教育网上教学的关键.     

Exploring presence in online learning through three forms of computer-mediated discourse analysis

This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments.     

Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and research

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of online distance learning as reflected in the prevailing understanding and debates in the field. Phenomenological analysis, deconstructive discourse analysis and internal criticism are employed, guided by a phenomenological qualitative methodology. The critique reveals that the notion of lifelong learning is to some extent obscured in meaning in the prevailing understanding of and debates about Chinese online distance learning. Furthermore, it shows that the Chinese philosophy of online distance learning paradoxically combines a sense of overenthusiasm with a sense of underestimation associated with the potential of online distance learning in promoting lifelong learning. Also identified is the emerging development of Chinese online distance learning towards its 'in-depth development', based on an increasing awareness of the necessity to enhance the quality of online distance learning through integration of educational theories with information and communication technologies (ICT). The paper calls for a new vision on ICT for learning as a necessary condition for successful incorporation of Chinese online distance learning with and into lifelong learning.     

Experiential learning of management principles via online student-manager discussions

This teaching brief describes an experiential project used in a graduate Principles of Management course for nonbusiness undergraduate students. Groups of four to six first-year MBA students interviewed a seasoned manager online twice over the 8-week course and discussed the applications of course material. Project subtopics included an introduction to management, strategic management, ethics and social responsibility, innovation and change management, international business, organizational structure, authority and job design, human resource management, leadership, and communication, operations management, and business analytics. Students completed a group report and an individual reflection on their experience. Over 92% of graduate students in the class indicated that the project was a positive learning activity.     

Rethinking the nature of online work in asynchronous learning networks

Research on asynchronous learning networks (ALNs) has indicated that there are problems with both the quantity and quality of online interactions that can undermine the aim of inquiry. The goal of this paper is to offer a new way of thinking about these problems in the context of knowledge building, a specific form of collaborative inquiry supported by an ALN. Drawing from interviews with teachers following two teacher education courses that introduced teachers to knowledge building, it is argued that we need to rethink the role and purpose of online work in ALNs—as building a communal learning resource. A framework for doing this is proposed in terms of three notions: collaboration, learning how to learn and idea improvement. The framework is expected to contribute to the literature on knowledge building by providing a new way to distinguish knowledge building from other forms of collaborative inquiry.     

Rethinking Learner Support: The challenge of collaborative online learning

The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role.     

Support services and learning styles influencing interaction in asynchronous online discussions

This paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students’ learning styles and factors influencing students’ participation in asynchronous interactions in online courses. The study was carried out during the 2006–2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technical.

Unterstützungsdienste und Lernstiele zur Beeinflussung von asynchronen Online‐Diskussionen

In diesem Papier wird vom English Language Teaching Program der Anadolu Universität in der Türkei berichtet. Die Studie nutzte ein Erläuterungsprogramm, das zur Unterstützung von Beziehungen zwischen dem Lernverhalten und Faktoren, die die Teilnahme von Studenten an asynchronen Interaktionen in Online‐Kursen beeinflussen. Die Studie wurde 2006 und 2007 von einer Gruppe von 139 Junior‐ und Senior‐Studenten durchgeführt. Die “Converger” ‐Lerner waren im Vergleich zu anderen Gruppen. stärker in Diskussionsgruppen engagiert. Als der populärste Unterstützungsservice wurde der sowohl pädagogisch als auch sozial führende für alle Typen von Lernstielen empfunden, während die mit administrativ und technischem Schwerpunkt am Ende der Beliebtheitsskala rangierten.

Les services d’assistance et les styles d’apprentissage influencent l’interaction dans les discussions asynchrones en ligne

Cet article étudie le cas de cours en ligne du Programme d’Enseignement de la Langue Anglaise à l’Université Anadolu en Turquie. Dans cette étude on a utilisé un plan de recherche orienté vers l’examen de cas qui a aidé à examiner les relations entre les styles d’apprentissage des étudiants et les facteurs qui influencent leur participation aux interactions asynchrones dans les cours en ligne. Cette étude a été conduite pendant l’année universitaire 2006–2007 avec un échantillonnage de 139 étudiants de 3^e et de 4^e année. Les apprenants convergents participaient davantage aux groupes de discussion si on les compare aux groupes possédant d’autres styles d’apprentissage. Il ressort que le service d’appui le plus populaire était l’orientation pédagogique et sociale, ceci pour tous les types de style d’apprentissage alors que les services d’appui les moins populaires étaient d’ordre administratif et technique.

La influencia de los servicios de apoyo y de los estilos de aprendizaje sobre las interacciones en las discusiones asincrónicas en línea

Este artículo informa sobre el caso de cursos en línea dentro del Programa de Enseñanza de la Lengua Inglesa en la Universidad Anadolu de Turquía. En el presente estudio se utilizó un diseño explicativo de investigación orientado hacia los estudios de casos para facilitar la revisión de de las relaciones entre los estilos de aprendizaje de los alumnos y los factores que influyen sobre la participación de los alumnos en interacciones asincrónicas dentro de los cursos en línea. El estudio fuez llevado a cabo durante el año académico 2006–2007 con una muestra de 139 estudiantes de 3° y 4° año. Los discentes convergentes estaban más involucrados en los paneles de discusión en comparación con grupos con otros estilos de aprendizaje. Se notó que el servicio de apoyo más popular era la orientación pedagógica y socialesto para todos los tipos de estilos de aprendizaje mientras los servicios de apoyo menos preferidos eran administrativos y técnicos.     

Teaching science through online,peer discussions: SpeakEasy in the Knowledge Integration Environment

In 1995, cooperative learning tutorials were introduced into large first year physics classes at the University of Sydney. This paper describes the effect of these cooperative learning tutorials, called Workshop Tutorials, on student learning from both a quantitative and qualitative point of view. It was found that students attending more than half the total number of tutorials scored significantly better over the year than those attending less than half. Student reaction was almost wholly positive, with particular mention made of the voluntary nature of the tutorials as well as the use of practical, 'hands on' demonstrations within the tutorials.     

Getting the blend right in new learning environments: A complementary approach to online discussions

This paper reports some of the findings of a case study investigation of undergraduate student learning in online discussions within a campus-based business course in New Zealand. The project explored predominantly Net Gener students’ perceptions of the differences between face-to-face and online discussions and the role of these differences in their learning. The study found that the students regarded the two environments as different but complementary for their learning and identified the features of each discussion environment that supported their learning. A complementary framework, based on these student perspectives is presented. These findings and the framework provide teachers and course designers with a new evidence-based approach for including effective face-to-face and online discussions for Net Gener and other students within their courses.     

Fathers online: learning about fatherhood through the internet

In the transition to fatherhood, men face numerous challenges. Opportunities to learn new practices and gain support are limited, although the provisions of father-specific spaces such as fathers' antenatal classes or "responsible fathering" programs are important advances. This article explores how men use the social space of a father-specific Internet chat room to learn about fathering. Messages to an Australian-hosted, father-specific chat room (for fathers of infants or young children) were examined, and three overlapping themes illustrated men's perceptions of their transition to fatherhood. The themes concerned recognition of and response to a lack of social space, services, and support for new fathers. The implications for fathers' perinatal education are discussed.     

优化课堂教学 促进有效学习——提高信息技术课堂教学有效性的策略研究

课堂教学改革几年来取得了实质性的进展,但是对新课程理念的理解不到位以及实施者缺乏必要的经验和能力等原因,课堂教学改革也出现了形式化、低效化现象,特别是在信息技术课堂中,这种现象犹为严重。如何提升信息技术课堂教学的有效性,促进学生三维目标的和谐发展,是我们广大一线信息技术教师必须要考虑的问题。笔者从自己的教学实践出发,对提高信息技术课堂教学有效性进行了若干策略研究。     

Discontinuities in university student experiences of learning through discussions

This article reports on research into the student experience of learning through discussions in a third‐year undergraduate engineering subject. Information engineering students studying e‐commerce were required to engage in face‐to‐face and online discussions as a key aspect of their learning experience. This study investigates the quality of the experience of learning through those discussions using quantitative methodologies from Student Learning Research. Analyses of student ratings on the closed‐ended questionnaires identify qualitatively different approaches to learning through discussions, both in face‐to‐face contexts and online. Relationships are found among the variation in the quality of these approaches and how students perceive issues such as workload, what they thought they were learning through discussions and performance. Implications arising from these results identify different suggestions for teaching students to discuss successfully in different contexts.     

Development of reasoning skills through participation in collaborative synchronous online discussions

This article investigates the effect of participation in synchronous online discussions on the development of individual reasoning as manifested in reflective essays. Students from a fourth-grade classroom engaged in a series of real-timeonline discussions. The format of the discussion was based on the Collaborative Reasoning approach which has clear guidelines and procedures. The results showed that compared to the students from the contrast classroom, the students who had experienced synchronous online discussions wrote essays with more satisfactory arguments, counterarguments, rebuttals, and textual information. In addition, they wrote longer essays which contained fewer irrelevant statements. These effects of online discussions were consistent between girls and boys and between shy and non-shy children. The students' uses of arguments and rebuttals, as well as the length of their essays, were adequately predicted by the frequency of their contributions in the discussions. The present study suggests that when an online chat is implemented with an instructional approach which has well-established procedures and effective moves, it can provide an intellectually stimulating context in which all students can learn to reason by interacting with one another.     

Supporting computer-mediated learning: A case study in online staff development and classroom learning environment assessment

The rapid growth of online learning has led to the development of staff inservice evaluation models that are geared towards improving degree programs. Based on best practices in student online assessment, the Online Faculty Development and Classroom Learning Environment Assessment course was designed to serve the dual purpose of staff development and classroom learning environment assessment. Results of analyses showed that the course maximised the potential of online staff development for encouraging staff to reflect on Curriculum and Teaching Capacities (CTC). Implications are discussed in terms of emphasising the process of online CTC learning and incorporating perspectives to capture a comprehensive view of staff teaching attitudes and their association with student perceptions of the classroom learning environment.