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Article: Student facilitators' habits of mind and their influences on higher-level knowledge construction occurrences in online discussions: A case study

TitleStudent facilitators' habits of mind and their influences on higher-level knowledge construction occurrences in online discussions: A case study
Authors
Issue Date2011
Citation
Innovations in Education and Teaching International, 2011, v. 48 n. 3, p. 275-285 How to Cite?
AbstractPrevious research studies on factors influencing student higher-level knowledge construction in asynchronous online discussions have largely focused on the instructors' role, student learning style, and the complexity of the discussion task. This study explores the issue from a different angle - that of student facilitators' habits of mind. Participants of the study were education major students at an Asia-Pacific university. Results suggested significant differences in the frequency of four habits of mind displayed by student facilitators between the group that had the most number of phase II-V occurrences and the group that had fewer numbers of such occurrences. This implies that student facilitators who display these habits more frequently may promote knowledge construction in online discussions. © 2011 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/194318
ISSN
2015 Impact Factor: 0.585
2015 SCImago Journal Rankings: 0.477
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorCheung, WS-
dc.date.accessioned2014-01-30T03:32:26Z-
dc.date.available2014-01-30T03:32:26Z-
dc.date.issued2011-
dc.identifier.citationInnovations in Education and Teaching International, 2011, v. 48 n. 3, p. 275-285-
dc.identifier.issn1470-3297-
dc.identifier.urihttp://hdl.handle.net/10722/194318-
dc.description.abstractPrevious research studies on factors influencing student higher-level knowledge construction in asynchronous online discussions have largely focused on the instructors' role, student learning style, and the complexity of the discussion task. This study explores the issue from a different angle - that of student facilitators' habits of mind. Participants of the study were education major students at an Asia-Pacific university. Results suggested significant differences in the frequency of four habits of mind displayed by student facilitators between the group that had the most number of phase II-V occurrences and the group that had fewer numbers of such occurrences. This implies that student facilitators who display these habits more frequently may promote knowledge construction in online discussions. © 2011 Taylor & Francis.-
dc.languageeng-
dc.relation.ispartofInnovations in Education and Teaching International-
dc.titleStudent facilitators' habits of mind and their influences on higher-level knowledge construction occurrences in online discussions: A case study-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/14703297.2011.593704-
dc.identifier.scopuseid_2-s2.0-79961237352-
dc.identifier.hkuros244639-
dc.identifier.volume48-
dc.identifier.issue3-
dc.identifier.spage275-
dc.identifier.epage285-
dc.identifier.isiWOS:000299572700006-

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