Exploring discipline differentiation in online discussion participation

Australasian Journal of Educational Technology

Volumn 30, Issue 2, 2014, Pages 122-135

  Redmond, Petrea ^a   Devine, Jo ^a   Basson, Marita ^a  

^a UNIVERSITY OF SOUTHERN QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84900384536     PISSN: None     EISSN: 14495554     Source Type: Journal    
DOI: 10.14742/ajet.624     Document Type: Article

References (46)

1. ACARA. (2013). General capabilities in the australian curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Overview
2. Archer, W. (2010). Beyond online discussions: Extending the community of inquiry framework to entire courses. The Internet and Higher Education, 13(1-2), 69.
3. Arnett, R. C. (1997). Dialogic education: Conversation about ideas and between persons. IL: Southern Illinois University Press.
4. Astin, A. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 49(5), 518-529.
5. Becher, T. (1990). The counter-culture of specialisation. European Journal of Education, 25(3), 333-346.
6. Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19(2), 151-161.
7. Blouin, R. A., Riffee, W. H., Robinson, E. T., Beck, D. E., Green, C., Joyner, P. U., Persky, A., Pollack, G. M. (2009). Roles of innovation in education delivery. American Journal of Pharmaceutical Education, 73(8), 1-12.
8. Bowen, S. (2005). Engaged learning: Are we all on the same page. Peer Review, 7(2), 4-7.
9. Bruning, R., Schraw, G., Norby, M., & Ronning, R. (2004). Cognitive Psychology and Instruction. Upper Saddle River, NJ: Pearson Education.
10. Clay, K. (2010). Engaging students in an engineering community. Retrieved from http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4c407c9ea6253.pdf
11. De Vries, Y. E. (1996). The interactivity component of distance learning implemented in an art studio course. Education, 117(2), 180-184.
12. Dewey, J. (1933). How we think (rev. ed.). Boston: D.C. Heath.
13. Ebner, M., & Holzinger, A. (2005). Lurking: An underestimated human-computer phenomenon. MultiMedia, 14(4), 70-75.
14. Ennis, R. (1996). Critical thinking. Upper Saddle River, NJ: Prentice-Hall.
15. Facione, P. A., & Facione, N. C. (2007). Talking critical thinking. Change: The Magazine of Higher Learning, 39(2), 38-45.
16. Feenberg, A. (1987). Computer conferencing and the humanities. Instructional Science, 16(2), 169-186.
17. Fontaine, G. (2000). Skills for successful international assignments to, from and within Asia and the Pacific: Implications for preparation, support and training. Management Decision, 35(8), 631-643. doi: 10.1108/00251749710176190
18. Fowler, C., & Mayes, T. (1999). Learning relationships: from theory to design. Association for Learning Technology Journal, 7(3), 6-16.
19. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
20. Halpern, D. (2003). Thought and knowledge (4th ed.). Mahwah, NJ: Erlbaum.
21. Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative Learning Through Computer Conferencing: The Najaden Papers (pp. 117-136). Berlin: SpringerVerlag.
22. Herriott, R. E., & Firestone, W. A. (1983). Multisite qualitative policy research: Optimizing description and generalizability. Educational Researcher, 12(2), 14-19.
23. Ithaca Group. (2012). Employability Skills Framework Stage 1-Final Report. Retrieved from http://foi.deewr.gov.au/node/16912
24. Kuh, G. D., Schuh, J. H., & Whitt, E. J. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass.
25. Lawson, M. J., Askell-Williams, H., & Murray-Harvey, R. (2006). The attributes of the lifelong learner. Retrieved from http://www.qsa.qld.edu.au/downloads/publications/research_qsa_lifelong_learner.pdf
26. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: SAGE Publications.
27. Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298.
28. Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge: Cambridge University Press.
29. Lueddeke, G. R. (2003). Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'. Studies in Higher Education, 28(2), 213-228.
30. Mayes, T., & de Freitas, S. (2004). Review of e-Learning theories, frameworks and models: JISC e- Learning models desk study stage 2. Retrieved from http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201). pdf
31. MCEETYA. (2008). Melbourne declaration on educational goals for young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_y oung_australians.pdf
32. McLoughlin, C., & Luca, J. (2000). Cognitive engagement and higher order thinking through computer conferencing: We know why but do we know how. Teaching and Learning Forum 2000. Retrieved from http://lsn.curtin.edu.au/tlf/tlf2000/mcloughlin.html
33. Muilenburg, L., & Berge, Z. (2000). A framework for designing questions for online learning. Retrieved from http://www.iddl.vt.edu/fdi/old/2000/frame.html
34. Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771-781.
35. Pascarella, E., & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
36. Patton, M. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: SAGE.
37. Paul, R. (1982). Teaching critical thinking in the 'strong sense': a focus on self-deception, world views, and a dialectical mode of analysis. Informal Logic Newsletter, 4(2), 2-7.
38. San Jose, D. L., & Kelleher, T. (2009). Measuring ecoshock and affective learning: A comparison of student responses to online and face-to-face learning ecologies. MERLOT Journal of Online Learning and Teaching, 5(3), 469-476.
39. Schallert, D. L., Reed, J. H., & the D-Team. (2003). Intellectual, motivational, textual, and cultural considerations in teaching and learning with computer-mediated discussion. Journal of Research on Technology in Education, 36(2), 103-118.
40. Stahl, G. (2006). Group cognition. Cambridge, MA: MIT Press.
41. Stark, S., & Torrance, H. (2005). Case study. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 33-40). Thousand Oaks, CA: SAGE.
42. Stierer, B., & Antoniou, M. (2004). Are there distinctive methodologies for pedagogic research in higher education. Teaching in Higher Education, 9(3), 275-285.
43. Sutton, L. A. (2001). The principle of vicarious interaction in computer-mediated communications. International Journal of Educational Telecommunications, 7(3), 223-242.
44. Taylor, J. (2002). Teaching and learning online: The workers. the lurkers and the shirkers. Retrieved from http://www.ouhk.edu.hk/CRIDAL/cridala2002/speeches/taylor.pdf
45. Wellington, J. (2000). Educational research: Contemporary issues and practical approaches. London: UK: Continuum.
46. Weltzer-Ward, M. L. M. (2011). Content analysis coding schemes for online asynchronous discussion. Campus-Wide Information Systems, 28(1), 56-74.