메뉴 건너뛰기




Volumn , Issue , 2009, Pages 586-595

The effects of task characteristics on online discussion

Author keywords

[No Author keywords available]

Indexed keywords

SOCIAL NETWORKING (ONLINE); SPECIFICATIONS;

EID: 84858431117     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.3115/1600053.1600137     Document Type: Conference Paper
Times cited : (3)

References (35)
  • 1
    • 0035580606 scopus 로고    scopus 로고
    • Peer interaction and the learning of critical thinking skills in further education students
    • Anderson, T., Howe, C., Soden, R, Halliday, J. & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1-32.
    • (2001) Instructional Science , vol.29 , pp. 1-32
    • Anderson, T.1    Howe, C.2    Soden, R.3    Halliday, J.4    Low, J.5
  • 2
    • 36549083454 scopus 로고    scopus 로고
    • Collaboration in computer conferencing
    • A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens, (Eds.). Mahwah, New Jersey: Lawrence Erlbaum Associates
    • Andriessen, J. (2006). Collaboration in computer conferencing. In A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens, (Eds.), Collaborative Learning, Reasoning, and Technology. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    • (2006) Collaborative Learning, Reasoning, and Technology
    • Andriessen, J.1
  • 3
    • 1942435805 scopus 로고    scopus 로고
    • Argumentation, computer support, and the educational context of confronting cognitions
    • J. Andriessen, M. J. Baker & D. Suthers, (Eds.). Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Andriessen, J., Baker, M. J., & Suthers, D. (2003). Argumentation, computer support, and the educational context of confronting cognitions. In J. Andriessen, M. J. Baker & D. Suthers, (Eds.), Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments (pp.1-25). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • (2003) Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments , pp. 1-25
    • Andriessen, J.1    Baker, M.J.2    Suthers, D.3
  • 4
    • 67650008306 scopus 로고    scopus 로고
    • Theoretical and empirical foundations of asynchronous discussion groups as a tool for computer-supported collaborative learning environments in higher education
    • Retrieved January 27, 2008
    • De Wever, B. (2003). Theoretical and empirical foundations of asynchronous discussion groups as a tool for computer-supported collaborative learning environments in higher education. CSCL 2003 Conference Doctoral Consortium. Retrieved January 27, 2008 from http://www.intermedia.uib.no/cscl/ doc/files/deWever.pdf
    • (2003) CSCL 2003 Conference Doctoral Consortium
    • De Wever, B.1
  • 5
    • 27644526567 scopus 로고    scopus 로고
    • Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
    • DOI 10.1016/j.compedu.2005.04.005, PII S0360131505000552, Methodological Issues in Researching CSCL
    • De Wever, B., Schellens T., Valcke, M., & Van Keer H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education, 46, 6-28. (Pubitemid 41562935)
    • (2006) Computers and Education , vol.46 , Issue.1 , pp. 6-28
    • De Wever, B.1    Schellens, T.2    Valcke, M.3    Van Keer, H.4
  • 6
    • 24944448235 scopus 로고    scopus 로고
    • Knowledge convergence in computer-supported collaborative learning: The role of external representation tools
    • DOI 10.1207/s15327809jls1403-3
    • Fischer, F. & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. The Journal of the Learning Sciences, 14(3) 405-441. (Pubitemid 41328206)
    • (2005) Journal of the Learning Sciences , vol.14 , Issue.3 , pp. 405-441
    • Fischer, F.1    Mandl, H.2
  • 7
    • 0013317923 scopus 로고    scopus 로고
    • Critical thinking, cognitive presence, and computer conferencing in distance education
    • Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 7-23.
    • (2001) American Journal of Distance Education , vol.15 , pp. 7-23
    • Garrison, D.R.1    Anderson, T.2    Archer, W.3
  • 8
    • 0038368583 scopus 로고
    • Collaborative learning enhances critical thinking
    • Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1).
    • (1995) Journal of Technology Education , vol.7 , Issue.1
    • Gokhale, A.A.1
  • 10
    • 43649083133 scopus 로고    scopus 로고
    • A review of recent papers on online discussion in teaching and learning in higher education
    • Hammond, M. (2005). A review of recent papers on online discussion in teaching and learning in higher education. Journal of Asynchronous Learning Networks, 9(3).
    • (2005) Journal of Asynchronous Learning Networks , vol.9 , Issue.3
    • Hammond, M.1
  • 11
    • 27744548375 scopus 로고    scopus 로고
    • Toward an understanding of how threads die in asynchronous computer conferences
    • DOI 10.1207/s15327809jls1404-4
    • Hewitt, J. (2005). Toward an understanding of why threads die in asynchronous computer conferences. The Journal of Learning Sciences, 14(4), 567-589. (Pubitemid 41634519)
    • (2005) Journal of the Learning Sciences , vol.14 , Issue.4 , pp. 567-589
    • Hewitt, J.1
  • 12
    • 84970331523 scopus 로고
    • Conflict in the classroom: Controversy and learning
    • Johnson, D. W. & Johnson, R. T. (1979). Conflict in the Classroom: Controversy And Learning. Review of Educational Research; 49(1), 51-69.
    • (1979) Review of Educational Research , vol.49 , Issue.1 , pp. 51-69
    • Johnson, D.W.1    Johnson, R.T.2
  • 13
    • 0003057904 scopus 로고
    • An overview of cooperative learning
    • J. Thousand, A. Villa and A. Nevin (Eds.). Brookes Press, Baltimore, 1994
    • Johnson, D. W. & Johnson, R. T. (1994). An overview of cooperative learning. In J. Thousand, A. Villa and A. Nevin (Eds), Creativity and Collaborative Learning; Brookes Press, Baltimore, 1994.
    • (1994) Creativity and Collaborative Learning
    • Johnson, D.W.1    Johnson, R.T.2
  • 14
    • 0002791587 scopus 로고
    • Effects of cooperative, competitive, and individual goal structures on achievement: A meta-analysis
    • Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D. & Skon, L. (1981). Effects of cooperative, competitive, and individual goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.
    • (1981) Psychological Bulletin , vol.89 , pp. 47-62
    • Johnson, D.W.1    Maruyama, G.2    Johnson, R.3    Nelson, D.4    Skon, L.5
  • 16
    • 36549063792 scopus 로고    scopus 로고
    • Scripting collaborative learning processes: A cognitive perspective
    • F. Fischer, I. Kollar. H. Mandl, and J. M. Haake (Eds.). New York: Springer Science + Business Media
    • King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar. H. Mandl, and J. M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning (pp. 13-38). New York: Springer Science + Business Media.
    • (2007) Scripting Computer-Supported Collaborative Learning , pp. 13-38
    • King, A.1
  • 17
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
    • DOI 10.1207/s15326985ep4102-1
    • Kirschner, P. A., Sweller, J., & Clark, R. E., (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. (Pubitemid 43837408)
    • (2006) Educational Psychologist , vol.41 , Issue.2 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 20
    • 2942577763 scopus 로고    scopus 로고
    • Face-to-face versus threaded discussions: The role of time and higher-order thinking
    • Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3).
    • (2003) Journal of Asynchronous Learning Networks , vol.7 , Issue.3
    • Meyer, K.A.1
  • 21
    • 0033441891 scopus 로고    scopus 로고
    • Critical incident-based computer supported collaborative learning
    • Naidu, S. & Oliver, M. (1999). Critical incident-based computer supported collaborative learning. Instructional Science, 27, 329-354.
    • (1999) Instructional Science , vol.27 , pp. 329-354
    • Naidu, S.1    Oliver, M.2
  • 22
    • 19944399838 scopus 로고    scopus 로고
    • The effect of goal instructions and need for cognition on interactive argumentation
    • DOI 10.1016/j.cedpsych.2004.11.002, PII S0361476X04000748
    • Nussbaum, E. M. (2005). The effect of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology, 30, 286-313. (Pubitemid 40757531)
    • (2005) Contemporary Educational Psychology , vol.30 , Issue.3 , pp. 286-313
    • Nussbaum, E.M.1
  • 23
  • 24
    • 67650058804 scopus 로고    scopus 로고
    • Assigning learning roles to promote critical discussions during problembased learning
    • Paper presented at the . Retrieved on September, 3, 2007
    • Rose, M. A. & Flowers, J. (2003). Assigning learning roles to promote critical discussions during problembased learning. Paper presented at the 19th Annual Conference on Distance Teaching and Learning, Madison, WI. Retrieved on September, 3, 2007 from http://www.uwex.edu/disted/conference/Resource-library/ resource-library.htm.
    • (2003) 19th Annual Conference on Distance Teaching and Learning, Madison, WI
    • Rose, M.A.1    Flowers, J.2
  • 26
    • 0000078265 scopus 로고
    • Developmental and motivation perspectives on cooperative learning: A reconciliation
    • Slavin, R. E. (1987). Developmental and motivation perspectives on cooperative learning: A reconciliation. Child Development, 58, 1161-1167.
    • (1987) Child Development , vol.58 , pp. 1161-1167
    • Slavin, R.E.1
  • 27
    • 0001140599 scopus 로고
    • When and why does cooperative learning increase achievement? Theoretical and empirical perspectives
    • R. Hertz-Lazarowitz & N. Miller (Eds.). New York: Cambridge University Press
    • Slavin, R. E. (1992). When and Why Does Cooperative Learning Increase Achievement? Theoretical and Empirical Perspectives. In R. Hertz-Lazarowitz & N. Miller (Eds.) Interaction in Cooperative Groups (pp 145-173). New York: Cambridge University Press.
    • (1992) Interaction in Cooperative Groups , pp. 145-173
    • Slavin, R.E.1
  • 29
    • 0005051060 scopus 로고    scopus 로고
    • A model of collaborative knowledge building
    • Ann Arbor, MI. Retrieved on March 5, 2007
    • Stahl, G. (2000). A model of collaborative knowledge building, in: Proceedings of the Fourth International Conference of the Learning Sciences (ICLS 2000), (pp. 70-77). Ann Arbor, MI. Retrieved on March 5, 2007 from http://cis.drexel.edu/faculty/gerry/publications/conferences/2000/icls/icls.pdf.
    • (2000) Proceedings of the Fourth International Conference of the Learning Sciences (ICLS 2000) , pp. 70-77
    • Stahl, G.1
  • 30
    • 14644424147 scopus 로고    scopus 로고
    • Representational guidance for collaborative inquiry
    • J. Andriessen, M. J. Baker & D. Suthers, (Eds.), Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Suthers, D. (2003). Representational guidance for collaborative inquiry. In J. Andriessen, M. J. Baker & D. Suthers, (Eds.), Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments (pp. 27-46), Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • (2003) Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments , pp. 27-46
    • Suthers, D.1
  • 31
    • 67650018415 scopus 로고    scopus 로고
    • Effects of collaboration and argumentation on learning from web pages
    • A. M. O'Donnel, C. E. Hmelo-Silver, and G. Erkens, (Eds.). Mahwah, New Jersey: Lawrence Erlbaum Associates
    • Wiley, J. & Bailey, J. (2006). Effects of collaboration and argumentation on learning from web pages. In A. M. O'Donnel, C. E. Hmelo-Silver, and G. Erkens, (Eds.), Collaborative Learning, Reasoning, and Technology. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    • (2006) Collaborative Learning, Reasoning, and Technology
    • Wiley, J.1    Bailey, J.2
  • 32
    • 0007329776 scopus 로고    scopus 로고
    • Collaborative learning through computermediated argumentation
    • C. Hoadly & J. Roschelle (Eds.). Palo Alto, California: Stanford University
    • Veerman, A. L., Andriessen, J. E. B. & Kanselaar, G. (1999). Collaborative learning through computermediated argumentation. In C. Hoadly & J. Roschelle (Eds.), Proceedings of the third conference on CSCL (pp. 640 - 650). Palo Alto, California: Stanford University.
    • (1999) Proceedings of the Third Conference on CSCL , pp. 640-650
    • Veerman, A.L.1    Andriessen, J.E.B.2    Kanselaar, G.3
  • 33
    • 67650044092 scopus 로고    scopus 로고
    • Collaborative learning through electronic knowledge construction
    • A. M. O'Donnel, C. E. Hmelo-Silver, and G. Erkens, (Eds.). Mahwah, New Jersey: Lawrence Erlbaum Associates
    • Veerman, A. & Veldhuis-Diermanse, E. (2006). Collaborative learning through electronic knowledge construction. In A. M. O'Donnel, C. E. Hmelo-Silver, and G. Erkens, (Eds.), Collaborative Learning, Reasoning, and Technology. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    • (2006) Collaborative Learning, Reasoning, and Technology
    • Veerman, A.1    Veldhuis-Diermanse, E.2
  • 34
    • 34548573768 scopus 로고    scopus 로고
    • Scripting argumentative knowledge construction in computer-supported learning environments
    • F. Fischer, I. Kollar. H. Mandl, and J. M. Haake (Eds.). New York: Springer Science + Business Media
    • Weinberger, A., Stegmann, K., Fischer, F. & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, I. Kollar. H. Mandl, and J. M. Haake (Eds.), Scripting CSCL (pp.13-38). New York: Springer Science + Business Media.
    • (2007) Scripting CSCL , pp. 13-38
    • Weinberger, A.1    Stegmann, K.2    Fischer, F.3    Mandl, H.4
  • 35
    • 0002939831 scopus 로고
    • Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups
    • Yeager, S., Johnson, D. W., & Johnson, R. T. (1985). Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups. Journal of Educational Psychology 77(1), 60-66.
    • (1985) Journal of Educational Psychology , vol.77 , Issue.1 , pp. 60-66
    • Yeager, S.1    Johnson, D.W.2    Johnson, R.T.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.