Literature Review
Due: November 29, 2005
Theories of Instruction
"How to structure online discussions for meaningful discourse: a case study.”
What is meaningful discourse?
The researchers Gilbert and Dabbagh (2005), define “meaningful discourse” as: “The ability of learners to demonstrate critical thinking skills by (a) relating course content to prior knowledge and experience, (b) interpreting content through the analysis, synthesis, and evaluation of others’ understanding, and (c) making inferences.”
The researchers also quote a definition of “meaningful discourse” from authors Duffy and Cunningham (1996): “A process of collaboration and social negotiation where the goal is to share different viewpoints and ideas and collaborate on problem solving and knowledge building activities.”
One of the most widely utilized features in course management systems (CMS) is the asynchronous discussion forum/bulletin board. This feature allows flexibility for student use and instructor assessment. As such, the protocol used to facilitate the smooth operation of asynchronous discussions must be structured to some degree. For example, the instructor posts a thought-provoking question that encourages higher order thinking, requires students to respond to this prompt, and then has them to return to the forum and respond to one or several of their peers’ messages. Some protocol range from specifying the “…number of postings required, length of posting, and pacing of the postings.”
Who conducted this study?
This study was conducted by Patricia K. Gilbert and Nada Dabbagh. At the time of the publication of this study, Gilbert had developed a “new online learning model for critical education” while completing her two-year postdoctoral fellowship at Harvard University. Her research focus was “The development and administration of online learning tools.” Dabbagh, at that time, had been working on 3 research projects: “(1) task structuring in online learning environments, (2) problem generation and representation in hypermedia learning environments, and (3) supporting student self-regulation in distributed learning environments.”
Why was this study conducted?
The authors were able to find much research documenting the benefits of asynchronous online discussions, but found “…little research about the impact of the protocols and criteria that guide (asynchronous) online discussions on meaningful discourse.” Therefore, the authors studied the “…structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse.”
How was this study conducted?
This study was conducted using transcripts from 12 online discussions. These discussions were analyzed over 4 semesters. Some of the protocols and evaluation rubrics, which guided the online discussions in the course, “…ranged from minimal structure or loosely defined protocols in the first section, to high structure or well defined and comprehensive protocols and evaluation criteria in the fourth section.”
The researchers developed 3 specific research questions. These questions examined how asynchronous online discussions are affected positively or negatively by “…the structuredness of protocols.” These questions were as follows: “(1) how does the addition of facilitator guidelines influence meaningful discourse in asynchronous online discussions? (2) how does the addition of posting protocols influence meaningful discourse in asynchronous online discussions? And (3) how does the addition of evaluation rubrics influence meaningful discourse in asynchronous online discussions?”
Participants:
There were 87 student participants. All students were enrolled in a graduate course entitled “Instructional Technology Foundations and Learning Theory on Student Learning.” Student participants during the semesters was as follows:
The analyses revealed that some elements of structure had a “significant impact” on meaningful discourse. The researchers found that the “…cognitive quality of student postings promoted a deeper and more meaningful understanding of course content…” However, this only resulted when guidelines were facilitative and evaluative in nature.
Results of the three research questions posed by the researchers:
How does the addition of facilitator guidelines influence meaningful discourse in asynchronous online discussions?
The addition of facilitator guidelines caused an increase in the number and type of both facilitator and student postings. Also, the level of interaction between students and facilitator also increased (a win/win situation).
How does the addition of posting protocols influence meaningful discourse in asynchronous online discussions?
The researchers found that posting protocols may have a slightly negative impact on asynchronous online discussions. Their research showed that “…criteria (protocol) may have inhibited students from making inferences because students may have been more concerned with citing the reading and clarifying their understanding of the course content instead of constructing their own understanding of the content by making inferences.” In addition, researchers found that protocols that required certain lengths in postings restricted “…the length of online discussion postings…” Finally, requiring students to read citations may further “…inhibit students from meaningfully engaging in online discourse.”
How does the addition of evaluation rubrics influence meaningful discourse in asynchronous online discussions?
The researchers found that “…the addition of online discussion evaluation rubrics, in particular, the even distribution of postings’ requirement and the increase in the overall grade percentage, positively influenced meaningful discourse in asynchronous online discussions.”
Significance of Study
The researchers noted well that this study is significant because “…a major challenge facing the instructor in web-supported or online learning settings is how to structure asynchronous online discussions in order to engage students in meaningful discourse.”
What this study means to me and my current position as learner & instructor
As a learner and instructor, this study provides researched guidelines that can be used to effectively integrate asynchronous online discussions while at the same time making the discussions meaningful to me and my students. As pointed out by the researchers, “This study demonstrated that certain elements of structure positively influenced meaningful discourse whereas others proved to be deterrents.”
Commentary on the case study research
While the “structuredness” of
asynchronous online discussions can sometimes affect meaningful discussion, I
believe that other factors affect meaningful discussion even more. Students
must/should be familiar with the topic being discussed (prior
knowledge/experience). For example, asking a medial student to participate in
asynchronous discussions about a legal topic (although material is available
beforehand) may not be meaningful to that medical student but would probably be
meaningful to the law student.
Reference
Gilbert, P. K. & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.