Barriers to online critical discourse

International Journal of Computer-Supported Collaborative Learning

Volumn 2, Issue 1, 2007, Pages 105-126

  Rourke, Liam ^a   Kanuka, Heather ^b  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

^b ATHABASCA UNIVERSITY   (Canada)

Author keywords

Computer support for collaborative learning; Critical discourse; Higher education

Indexed keywords

EID: 34247208164     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-007-9007-3     Document Type: Article

References (129)

1. Aviv, R., Zippy, E., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7(3). Retrieved April 20, 2006 from http://www.sloan-c.org/publications/jaln/v7n3/v7n3_aviv.asp.
2. Azmita, M., & Montgomery, R. (1993). Friendship, transactive dialogues, and the development of scientific reasoning. Social Development, 2(3), 202-221.
3. Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press (M. Holquist, Ed., C. Emerson & M. Holquist Trans.).
4. Becker, H., Greer, B., & Hughes, E. (1995). Making the grade: The academic side of college life. New York: Wiley.
5. Belenky, M., Tarule, J., & Goldberger, N. (1997). Women's ways of knowing: the development of self, voice, and mind. New York: Basic Books.
6. Berkowitz, M. W., & Gibbs, J. C. (1983). Measuring the developmental features of moral discussion. Merrill-Palmer Quarterly, 29, 399-410.
7. Bonk, C., & Cunningham, D. (1998). Searching for constructivist, learner-centered and sociocultural components for collaborative educational learning tools. In C. Bonk & K. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25-50). New York: Erlbaum.
8. Boyd, G. (1987). Emancipative educational, technology. Canadian Journal of Educational Communication, 16(2), 167-172.
9. Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey-Bass.
10. Brookfield, S. (1994). Understanding and facilitating adult learning. Suffolk: Open University Press.
11. Brookfield, S., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco: Jossey-Bass.
12. Buckingham, S. (2003). Perspectives on the experience of the learning community through online discussion. Journal of Distance Education, 18(2). Retrieved December 30, 2005, from http://cade.athabascau.ca/voll 8.2/buckingham.pdf.
13. Bullen, M. (1999). Participation and critical thinking in online university distance education. Journal of Distance Education, 13(2). Retrieved April. 20, 2006, from http://cade.athabascau.ca/vol13.2/bullen.html.
14. Burbules, N., & Bruce, B. (2001). Theory and research on teaching as dialogue. In V. Richardson (Ed.), Handbook of research on teaching (pp. 1102-1121). New York: American Educational Research Association.
15. Burge, E. (1994). Learning in computer conferenced contexts: The learners' perspective. Journal of Distance Education, 9(1). Retrieved April 20, 2006, from http://cade.athabascau.ca/vol9.1/burge.html.
16. Burniske, R. (2004). Acts of inquiry in digital drainas: A study of student-generated questions in global telecollaborative learning activity. Educational Technology Research and Development, 52(4), 99-116.
17. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
18. Campbell, D. (1975). Degrees of freedom and case study. Comparative Political Studies, 8, 178-193.
19. Carr, C. (1999). The effect of computer supported collaborative argumentation (CSCA) on argumentation skills in second year law students, doctoral dissertation, Pennsylvania State University.
20. Chen, V., & Hung, D. (2002). Personalized knowledge representations: The missing half of online discussions. British Journal of Educational Technology, 33(3), 279-290.
21. Chi, M., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
22. Cho, K., & Jonassen, D. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research & Development, 50(3), 5-23.
23. Conrad, D. (2002). Community, social presence, and engagement in online learning, doctoral dissertation. Retrieved April 20, 2006, from http://www.unbr.ca/education/welcome/people/conraddissertation.htm.
24. Cook, T., & Campbell, D. (1979). Quasi-experimentation: Design and analysis for field settings. Chicago, Illinois: Rand McNally.
25. Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.
26. Davis, M., & Rouzie, A. (2002). Cooperation vs. deliberation: Computer mediated conferencing and the problem of argument in international distance education. International Review of Research in Open and Distance Learning, 3(1). Retrieved April 20, 2006, from http://www.irrodl.org/ content/v3.1/davis.html.
27. De Laat, M. (2001). Network and content analysis in an online community discourse. CSCL-ware in practice. New York: Kluwer.
28. Doise, W., & Mugny, G. (1986). Individual and collective conflicts of centrations in cognitive development. European Journal of Social Psychology, 9, 105-108.
29. Duphorne, P., & Gunawardeiia, C. (2005). The effect of three computer conferencing designs on critical thinking skills of nursing students. American Journal of Distance Education, 19(1), 37-50.
30. Eastmond, D. (1995). Alone but together: Adult distance study by computer conferencing. New Jersey: Hampton.
31. Ellis, M., & McCreary, E. (1985). The structure of message sequences in computer conferences: A comparative case study. Paper presented at the Workshop on Computer Conferencing and Electronic Messaging, Guelph, Canada.
32. Evans, T., & Nation, D. (1989). Critical reflections on distance education. London: Farmer.
33. Fang, K. (1998). An analysis of electronic mail usage. Computer in Human Behavior, 14(2), 349-374.
34. Feenberg, A. (1987). Computer conferencing and the humanities. Instructional Science, 16(2), 169-186.
35. Fisher, B. (1996). Using journals in the social psychology class: Helping students apply course concepts to life experiences. Teaching Sociology. 24(2), 157-165.
36. Frey, L. (1994). The naturalistic paradigm: Studying small groups in the postmodern era. Small Group Research, 25, 551-577.
37. Fulk, J. (1993). Social construction of communication technology. Academy of Management Journal, 36(5), 921-950.
38. Gabriel, M. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1). Retrieved April 20, 2006, from http://cade.athubaseau.ea/#vol19.1.
39. Gadamer, H. (1989). Truth and method (2nd ed.). New York: Crossroad. (J. Weinsheimer and D. Marshall, Trans.).
40. Garrison, R., & Andersou, T. (2003). E-learning in the 21st century: A framework for research and practice. New York: Routledge.
41. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in a community of inquiry. Internet and Higher Education, 2(2), 1-24.
42. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
43. Gerber, S., Scott, L., Clements, D., & Sarama, J. (2005). Instructor influence in reasoned argument in discussion boards. Educational Technology Research and Development, 53(2), 25-40.
44. Gilbert, N., & Driscoll, M. (2002). Collaborative knowledge building: A case study. Educational Technology Research and Development, 50(1), 59-80.
45. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Strategies for qualitative research. Chicago: Aldine.
46. Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance Education, 19(1), 20-35.
47. Gimawardena, C. N., Carabajal, K., & Lowe, C., (2001, November). Multi-faceted evaluation of online learning environments. Roundtable discussion at the Association for Educational Communications and Technology (AECT) 2001 International Conference, Atlanta, Georgia.
48. Gunawardena, C., Lowe, C., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 395-429.
49. Gunawardena, C. N., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-25.
50. Hamilton, D. (1980). Some contrasting assumptions about case study research and survey analysis. In H. Simons (Ed.) Towards a science of the singular (pp. 76-92) Norwich, UK: University of East Anglia.
51. Hara, N., Bonk, C., & Angeli, C. (2002). Content analysis of online discussion in an applied psychology course. Instructional Science, 28, 115-152.
52. Harasim, L. (1986). Educational applications of computer conferencing. Journal of Distance Education, 1(1), 59-70.
53. Harasim, L. (1990). Online education: Perspectives. London: Praeger.
54. Hawisher, G., & Pemberton M.A. (March, 1997). Writing across the curriculum encounters asynchronous learning networks or WAC meets up with ALN. Journal of Asynchronous Learning Networks, 1(1). Retrieved April 20, 2006, from http://www.sloan-c.org/publications/jaln/index.asp.
55. Heimstra, R., & Sisco, B. (1990). Individualizing instruction. Making learning personal empowering, and successful. San Francisco, CA: Jossey-Bass.
56. Heller, R., & Kearsley, G. (1995). Using a computer BBS for graduate education: Issues and outcomes. In Z. Berge & M. Collins (Ed.), Computer-mediated communication and the online classroom (Vol. III, pp. 129-137). New Jersey: Hamptom.
57. Hiltz, S. (1990). Evaluating the virtual classroom. In L. Harasim (Ed.), Online education: Perspectives on a new environment (pp. 133-169). New York: Praeger.
58. Hiltz, R., & Turoff, M. (1993). The network nation: Human communication via computer. Cambridge: MIT.
59. Hoadley, C., & Enyedy, N. (June, 1999). Between information and communication: Middle spaces in computer media for learning. Paper presented at the Computer Support for Collaborative Learning conference, Bergen Norway.
60. Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, D. Keegan, & B. Holmberg (Eds.), Distance Education: International Perspectives (pp. 114-122). New York: St. Martin's.
61. Irvine, S. (2000, Feb). What are we talking about? The impact of computer-mediated communication on student learning. Society for information technology and teacher education international conference: Proceedings of SITE. San Diego, CA.
62. Jeong, A. (2004). The effects of communication style and message function in triggering responses and critical discussion in computer-supported collaborative argumentation. Paper in conference proceedings for the Annual meeting of the Association of Educational Communications & Technology, Chicago, IL.
63. Jiang, M., & Ting, E. (1998, April). Course design, instruction, and students' online behaviors: A study of instructional variables and students' perceptions of online learning. Paper presented at the American Educational Research Association, San Diego, CA. (ERIC Document Reproduction Service no. ED421970).
64. Jonassen, D. (1996). Computers in the classroom: Mindtoolsfor critical thinking. New Jersey: Prentice Hall.
65. Jonassen, D., & Kwon, H. (2001). Communication patterns in computer-mediated vs. face-to-face group problem solving. Educational Technology Research and Development, 4.9(10), 35-52.
66. Jones, A., Scanlon, E., & Blake, C. (1998) Reflections on a model for evaluating learning technologies. In M. Oliver & G. Conole (Eds.), Evaluating learning technologies. London: University of London Press.
67. Kanuka, H., & Anderson, T. (1998). On-line forums: New platfonns for professional development and group collaboration. Journal of Computer Mediated Communication, 3(3). Retrieved April 20, 2006, from http://www.ascusc.org/jcmc/vol3/issue3/anderson.html#Professional.
68. Kanuka, H., & Rourke, L. (November, 2005a). The influence of learning activities on the quality of students ' participation in online discussion. Paper presented at the International Conference on Distance Education, New Delhi, India.
69. Kanuka, H., & Rourke, L. (May, 2005b). Moving beyond online discussions. Paper presented at the Annual Meeting of the Canadian Association of Distance Education, Vancouver, Canada.
70. Kaye, A. (1992). Learning together apart. In A. Kaye (Ed.), Collaborative learning through computer conferencing (pp. 1-24). Berlin Heidelberg New York: Springer.
71. Kemmis, S. (1980). The imagination of the case and the invention of the study. In H. Simons (Ed.), Towards a science of the singular (pp. 93-142). Norwich, UK: University of East Anglia.
72. Koschmann, T. (Ed.) (1996). CSCL: Theory and practice of an emerging paradigm (pp. 83-119). Mahwah, NJ: Lawrence Erlbaum.
73. Kruger, A., & Tomasello, M. (1986). Transactive discussion with peers and adults. Developmental Psychology, 22(5), 681-685.
74. Ku, H., & Lohr, L. (2003). A case study of Chinese students' attitudes toward their first online learning experience. Educational Technology Research and Development, 51(3), 95-115.
75. Leitao, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332-360.
76. Lopez-Islas (2001). A cross-cultural study of group processes and development in online conferences. Distance Education, 22(1), 85-121.
77. Maitland, K., & Goldman, J. (1974). Moral judgment as a function of peer group interaction. Journal of Personality and Social Psychology, 30, 699-704.
78. Marttunen, M. (1992). Commenting on written arguments as a part of argumentation skills: Comparisons between students engaged in traditional versus online study. Scandinavian Journal of Educational Research, 36(4), 289-302.
79. Marttunen, M. (1998). Learning of argumentation in face-to-face and e-mail environments. (ERIC Documents: ED 422791).
80. Marttunen, M., & Laurinen, L. (2002). Quality of students' argumentation by e-mail. Learning Environments Research, 5(1), 99-123.
81. Mason, R. (1991). Analyzing computer conference interactions. International Journal of Computers in Adult Education and Training, 2(3), 161-173.
82. Mason, R. & Kaye, A. (Eds.) (1989). Mindweave: Communication, computers and distance education. Oxford: Pergamon.
83. Mason, R., & Romiszkowski, A. (2004). Computer mediated communication. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology, (pp. 397-431). New York: Lawrence Erlbaum.
84. McComb, M. (1993). Augmenting a group discussion course with computer-mediated communication in a small college setting. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century. Washington, DC: Center for Teaching and Technology, Academic Computer Center Georgetown University. Retrieved April 20, 2006, from http://www.helsinki.fi/ science/optek/1993/n3/mccomb.txt.
85. McLaughlin, C., & Luca, J. (2000). Cognitive engagement and higher order thinking through computer conferencing: We know -why but do we know how? Retrieved April 20, 2006, from http://www.cleo. murdoch.edu.au/confs/ tlf/tlf2000/mcloughlin.html.
86. Merriam, S. (1998). Qualitative research and case study applications. San Francisco: J'ossey-Bass.
87. Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
88. Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology Research and Development, 51(4), 85-105.
89. Naidu, S., & Oliver, M. (1996). Computer supported collaborative problem based learning: An instructional design architecture for virtual nursing education. Journal of Distance Education, 11(2). Retrieved April 20, 2006, from http://cade.athabascau.ca/vol11.2/naiduoliver.html.
90. Northcote, M. (2003). Online assessment in higher education: The influence of pedagogy on the construction of students' epistemologies. Issues in Educational Research, 13. Retrieved April 20, 2006, from http:// journals.apa.org/prevention/volumo3/pre0030001a.html.
91. Orlikowski, W. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organizational Science 3(3), 398-427.
92. Orlikowski, W., & Barley, S. (2002). Technology and institutions. What can research on information technology and research on organizations learn from each other? MIS Quarterly, 77775(2). Retrieved April 20, 2006, from http://www.misq.org/archivist/vol/no25/issuo2/orlikowski.html.
93. Orlikowski, W., & Summer, T. (2002). Genre systems: Structuring interaction through communicative norms. Journal of Business Communication, 39(1), 13-35.
94. Orr, J. (1996). Talking about machines: An ethnography of a modem job. Cornell: Cornell University Press.
95. Pena-Shaff, J., Martin, W., & Gay, G (2001). An epistemological framework for analyzing student interactions in computer-mediated communication environments. Journal of Interactive Learning Research, 12, 41-68.
96. Pena-Shaff, J., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in Computer Bulletin Board (BBS) discussions. Computers and Education, 42, 243-265.
97. Perret-Clainnont, A., Perret, J., & Bell, N. (1989). The social construction of meaning and cognitive activity of elementary school children. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on sociallyshared cognition (pp. 41-62). Washington: American Psychological Association.
98. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York: Viking.
99. Poole, M., & DeSanctis, G. (2004). Structuration theory in information systems research: Methods and controversies. In M. E. Whitman & A. B. Woszczynski (Eds.), The handbook of information systems research (pp. 206-249). New York: Idea Group.
100. Rourke, L. (2005). Learning through online discussion, doctoral dissertation, University of Alberta, Edmonton, Alberta, Canada.
101. Rourke, L., & Conrad, D. (May, 2004). Constructing computer conferencing in distance education journals. Paper presented at the annual conference of the Canadian Association of Distance Education, Toronto, Canada.
102. Rovai, A. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development, 49(4), 33-48.
103. Rovai, A., & Barnum, K. (2003). Online course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18(1), 57-73.
104. Ruberg, L., Moore, D., & Taylor, C. (1996). Student participation, interaction, and regulation in a computermediated communication environment: A qualitative study. Journal of Educational Computing Research, 14(3), 243-268.
105. Soardemalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
106. Schaeffer, E., Engel, C., McGrady, J., & Bhargava, T. (2001, March). Paper presented at the first European conference on computer supported collaborative learning, University of Maastricht, The Netherlands.
107. Smith, W. E. (1994). Computer-mediated communication: An experiment. Journalism and Mass Communication Educator, 48(4), 27.
108. Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
109. Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2). Retrieved April 20, 2006, from http://cade.athabascau.ca/vol14.2/stacey.html.
110. Stake, R. (2000). Case studies. In N. Denzin and Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). New Delhi: Sage.
111. Stenhouse, L. (1984). The study of samples and the study of cases. Presidential address to the British Educational Research Association.
112. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). New Delhi: Sage.
113. Tergau, S. (1997). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6, 257-283.
114. Thomas, M. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18, 351-366.
115. Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and case study. Computers & Education, 34(2), 119-140.
116. Toulmin, S. (1958). The uses of argument. Cambridge, UK: University Press.
117. Veerman, A., Andriessen, J., & Kanselaar, G. (2000). Learning through synchronous electronic discussion. Computers & Education, 34(3-4), 269-290.
118. Villalba, C., & Romiszowski, A. (2000). Structural communication and Web based instruction. In J. Bourdeau & R. Heller (Eds.), Proceedings of EdMedia 2000 (pp. 1111-1116). Montreal, Canada: Association for the Advancement of Computing in Education.
119. Vygotsky, L. S. (1972). Thought and language. Cambridge, MA: MIT.
120. Wagner, E. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6-29.
121. Walsh, S., Gregory, E., Lake, Y., & Gunawardena, C. (2003). Self-construal, facework, and conflict styles among cultures in online learning environments. Educational Technology Research and Development, 51(4), 113-123.
122. Weedman, J. (1999). Conversation and community: The potential of electronic conferences for creating intellectual proximity in distance learning environments. Journal of the American Society of Information Science, 50(10), 907-928.
123. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal Asynchronous Learning Networks, 2(1). Retrieved April 17, 2000, from http://www.aln.org/alnweb/journal/vol2_ issue1/wegerif.htm.
124. Weick, K. (1990) Technology as equivoque: Sense-making in new technologies. In P. S. Goodman & L. S. Sproulls (Eds.), Technology and Organizations (pp. 1-44). San Francisco: Jossey-Bass.
125. Weick, K. (1993). The collapse of sense-making in organizations: The Mann Gulch disaster. New York: Cornell University.
126. Wilson, D., Varnhagen, S., Krupa, E., Kasprzak, S., Hunting, V., & Taylor. (2003). Instructors' adaptation to online graduate education in health promotion: A qualitative study. Journal of Distance Education, 18 (2), 1-15.
127. Wolfradt, U., & Doll, J. (2000). Motives of adolescents to use the Internet as a function of personality traits, personal and social factors. International Journal of Educational Computing Research, 24, 13-27.
128. Yakimovicz, A., & Murphy, K. L. (1995). Constructivism and collaboration on the Internet: Case study of a graduate class experience. Computers in Education, 24(3), 203-209.
129. Yin, R. (1984). Case study research: Design and methods. Thousand Oaks, CA: Sage.