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Conference Paper: Critical thinking in asynchronous online discussions: examining the role of the student facilitator
Title | Critical thinking in asynchronous online discussions: examining the role of the student facilitator |
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Authors | |
Issue Date | 2010 |
Publisher | AACE. |
Citation | The 2010 Global Conference on Learning and Technology, Penang, Malaysia, 17-20 May 2010. In Conference Proceedings, 2010, p. 4210-4215 How to Cite? |
Abstract | This paper is part of a larger study that investigates the types of facilitation techniques exhibited by student facilitators and how these techniques may foster in-depth levels of critical thinking in asynchronous online discussions. Data were collected from ten discussion forums, involving education major students. The top 30% of forums in terms of the most number of in-depth critical thinking incidences were first identified (i.e., higher-level group). Next, the bottom 30% forums were identified as the lower-level critical thinking group. Results indicated that student facilitators in the higher-level group acknowledged the participants’ contributions, and posted more questions than their counterparts in the lower-level forums. Facilitators in the high-level group also tended to pose questions throughout the entire discussion, unlike those in the lower-level group who only posted questions at the start of the discussion. Six types of questioning techniques were found. Directions for future research are proposed. |
Persistent Identifier | http://hdl.handle.net/10722/211570 |
DC Field | Value | Language |
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dc.contributor.author | Hew, KF | - |
dc.contributor.author | Cheung, WS | - |
dc.contributor.author | Jumain, SN | - |
dc.date.accessioned | 2015-07-20T08:06:13Z | - |
dc.date.available | 2015-07-20T08:06:13Z | - |
dc.date.issued | 2010 | - |
dc.identifier.citation | The 2010 Global Conference on Learning and Technology, Penang, Malaysia, 17-20 May 2010. In Conference Proceedings, 2010, p. 4210-4215 | - |
dc.identifier.uri | http://hdl.handle.net/10722/211570 | - |
dc.description.abstract | This paper is part of a larger study that investigates the types of facilitation techniques exhibited by student facilitators and how these techniques may foster in-depth levels of critical thinking in asynchronous online discussions. Data were collected from ten discussion forums, involving education major students. The top 30% of forums in terms of the most number of in-depth critical thinking incidences were first identified (i.e., higher-level group). Next, the bottom 30% forums were identified as the lower-level critical thinking group. Results indicated that student facilitators in the higher-level group acknowledged the participants’ contributions, and posted more questions than their counterparts in the lower-level forums. Facilitators in the high-level group also tended to pose questions throughout the entire discussion, unlike those in the lower-level group who only posted questions at the start of the discussion. Six types of questioning techniques were found. Directions for future research are proposed. | - |
dc.language | eng | - |
dc.publisher | AACE. | - |
dc.relation.ispartof | Proceedings of Global Learn Asia Pacific 2010 | - |
dc.title | Critical thinking in asynchronous online discussions: examining the role of the student facilitator | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Hew, KF: kfhew@hku.hk | - |
dc.identifier.authority | Hew, KF=rp01873 | - |
dc.description.nature | postprint | - |
dc.identifier.hkuros | 245774 | - |
dc.identifier.spage | 4210 | - |
dc.identifier.epage | 4215 | - |