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Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation

Bram De Wever UGent, Hilde Van Keer UGent, Tammy Schellens UGent and Martin Valcke UGent (2009) Journal of Computer Assisted Learning. 25(2). p.177-188
abstract
This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12-week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated-measures multilevel modeling was adopted to analyse the data from thecontent analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self-assessment has no significant added value.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
scripting, role assignment, computer-supported collaborative learning (CSCL), self-assessment, collaboration, networked learning
journal title
Journal of Computer Assisted Learning
J. comput. assist. learn.
volume
25
issue
2
pages
177 - 188
publisher
Blackwell Scientific.
place of publication
Oxford, United Kingdom
Web of Science type
article
Web of Science id
000264022400006
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.313 (2009)
JCR rank
27/139 (2009)
JCR quartile
1 (2009)
ISSN
0266-4909
1365-2729
DOI
10.1111/j.1365-2729.2008.00292.x
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
527079
handle
http://hdl.handle.net/1854/LU-527079
date created
2009-03-20 12:55:31
date last changed
2015-06-17 11:09:00
@article{527079,
  abstract     = {This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12-week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated-measures multilevel modeling was adopted to analyse the data from thecontent analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self-assessment has no significant added value.},
  author       = {De Wever, Bram and Van Keer, Hilde and Schellens, Tammy and Valcke, Martin},
  issn         = {0266-4909},
  journal      = {Journal of Computer Assisted Learning},
  keyword      = {scripting,role assignment,computer-supported collaborative learning (CSCL),self-assessment,collaboration,networked learning},
  language     = {eng},
  number       = {2},
  pages        = {177--188},
  publisher    = {Blackwell Scientific.},
  title        = {Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students{\textquoteright} levels of knowledge construction through social negotiation},
  url          = {http://dx.doi.org/10.1111/j.1365-2729.2008.00292.x},
  volume       = {25},
  year         = {2009},
}

Chicago
De Wever, Bram, Hilde Van Keer, Tammy Schellens, and Martin Valcke. 2009. “Structuring Asynchronous Discussion Groups: The Impact of Role Assignment and Self-assessment on Students’ Levels of Knowledge Construction Through Social Negotiation.” Journal of Computer Assisted Learning 25 (2): 177–188.
APA
De Wever, Bram, Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25(2), 177–188.
Vancouver
1.
De Wever B, Van Keer H, Schellens T, Valcke M. Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning. Oxford, United Kingdom: Blackwell Scientific.; 2009;25(2):177–88.
MLA
De Wever, Bram, Hilde Van Keer, Tammy Schellens, et al. “Structuring Asynchronous Discussion Groups: The Impact of Role Assignment and Self-assessment on Students’ Levels of Knowledge Construction Through Social Negotiation.” Journal of Computer Assisted Learning 25.2 (2009): 177–188. Print.