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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)
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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.
Keywords
scripting, role assignment, computer-supported collaborative learning (CSCL), self-assessment, collaboration, networked learning

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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.
@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},
}

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