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Article: Project-based learning and student knowledge construction during asynchronous online discussion

TitleProject-based learning and student knowledge construction during asynchronous online discussion
Authors
Issue Date2010
Citation
Internet and Higher Education, 2010, v. 13 n. 4, p. 284-291 How to Cite?
AbstractProject-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed. © 2010 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/194292
ISSN
2015 Impact Factor: 2.719
2015 SCImago Journal Rankings: 3.561
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorKoh, JHL-
dc.contributor.authorHerring, SC-
dc.contributor.authorHew, KF-
dc.date.accessioned2014-01-30T03:32:24Z-
dc.date.available2014-01-30T03:32:24Z-
dc.date.issued2010-
dc.identifier.citationInternet and Higher Education, 2010, v. 13 n. 4, p. 284-291-
dc.identifier.issn1096-7516-
dc.identifier.urihttp://hdl.handle.net/10722/194292-
dc.description.abstractProject-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed. © 2010 Elsevier Inc. All rights reserved.-
dc.languageeng-
dc.relation.ispartofInternet and Higher Education-
dc.titleProject-based learning and student knowledge construction during asynchronous online discussion-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.iheduc.2010.09.003-
dc.identifier.scopuseid_2-s2.0-78049462653-
dc.identifier.hkuros244644-
dc.identifier.volume13-
dc.identifier.issue4-
dc.identifier.spage284-
dc.identifier.epage291-
dc.identifier.isiWOS:000285123500016-

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