Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enGiacumo, Lisa A.; Savenye, Wilhelmina
TitelAsynchronous Discussion Forum Design to Support Cognition: Effects of Rubrics and Instructor Prompts on Learner's Critical Thinking, Achievement, and Satisfaction
QuelleIn: Educational Technology Research and Development, 68 (2020) 1, S.37-66 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
ZusatzinformationORCID (Giacumo, Lisa A.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1042-1629
DOI10.1007/s11423-019-09664-5
SchlagwörterAsynchronous Communication; Computer Mediated Communication; Scoring Rubrics; Prompting; Critical Thinking; Academic Achievement; Student Satisfaction; Metacognition; Scaffolding (Teaching Technique); Blended Learning; Writing Evaluation; Instructional Design
AbstractThe purpose of this study was to test the effects of two metacognitive scaffolds on learners' cognition by evaluating student critical thinking skills performance in an asynchronous discussion board and achievement in a blended learning module. The two scaffolds included a systematic protocol for individualized facilitation prompts and an analytic rubric with three criteria (critical thinking, participation frequency, and writing quality) along with four levels of achievement for each criterion. This research study employed a quasi-experimental, two-by-two factorial design. The study participants (N = 257) were assigned to one of four different conditions. Those provided with the rubric scaffold demonstrated significant differences with respect to their performances. However, the combination of both metacognitive scaffolds had a detrimental effect on learner performance. Additionally, learners reported higher satisfaction levels with the module when presented only with the rubric scaffold. Based on these results, the implications are discussed for those who design, facilitate, and manage asynchronous discussions and blended learning environments. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Educational Technology Research and Development" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: