Student Moderators in Asynchronous Online Discussion:Scaffolding Their Questions

Zingaro, Daniel and Makos, Alexandra and Sharmin, Sadia and Wang, Linsday and Despres-Bedward, Antoine and Oztok, Murat (2017) Student Moderators in Asynchronous Online Discussion:Scaffolding Their Questions. In: EdMedia. Association for the Advancement of Computing in Education (AACE), Waynesville, NC, pp. 198-202. ISBN 9781939797292

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Abstract

Asynchronous computer-mediated conferencing (CMC) courses rely on sustained threaded discourse to encourage student learning. One successful approach for engaging students is through the use of peer moderators, whose goals are to focus and sustain the discussion, challenge students, and synthesize and summarize shared accomplishments. Peer moderators typically begin by posing thought-provoking questions to their peers, and it is known that different types of questions are differentially effective for generating higher-order discussion. However, prior literature suggests that students use very few question types, and tend to use types that have been linked to low levels of learning. In this research, we scaffold the questioning process, and then investigate the use and impacts of question type on resultant higher-order thinking. We find that the scaffolding led to a rich variety of question types, and that the evidence suggests new research directions for both Application and Course Link questions.

Item Type:
Contribution in Book/Report/Proceedings
ID Code:
88573
Deposited By:
Deposited On:
06 Nov 2017 09:28
Refereed?:
Yes
Published?:
Published
Last Modified:
29 Sep 2020 06:21