Abstract
The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses. However, the effect of peer-facilitation on critical thinking learning outcome has not been clearly discussed. Situated in a graduate-level program evaluation course, the learners engaged in a debate using a scenario-based case on ethical decision-making. A content analysis of discussion using the Cognitive Presence framework and a social network analysis revealed a significant difference between peer-redirected group and instructor-redirected group in their cognitive presence as well as in interaction dynamic upon receiving the redirection message. Based on findings regarding cognitive presence level, interaction dynamic and perspective change on the debate topic in each group, a peer-facilitation approach is more effective for fostering critical thinking and collaborative discourse.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 489-509 |
| Number of pages | 21 |
| Journal | Journal of Computing in Higher Education |
| Volume | 30 |
| Issue number | 3 |
| DOIs | |
| State | Published - Dec 1 2018 |
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Keywords
- Asynchronous online discussion
- Critical thinking
- Facilitation strategies
- Interaction dynamic
ASJC Scopus subject areas
- Education
Cite this
Facilitating critical thinking in asynchronous online discussion : comparison between peer- and instructor-redirection. / Oh, Eunjung; Huang, Wen-Hao; Hedayati Mehdiabadi, Amir; Ju, Boreum.
In: Journal of Computing in Higher Education, Vol. 30, No. 3, 01.12.2018, p. 489-509.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Facilitating critical thinking in asynchronous online discussion
T2 - comparison between peer- and instructor-redirection
AU - Oh, Eunjung
AU - Huang, Wen-Hao
AU - Hedayati Mehdiabadi, Amir
AU - Ju, Boreum
PY - 2018/12/1
Y1 - 2018/12/1
N2 - The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses. However, the effect of peer-facilitation on critical thinking learning outcome has not been clearly discussed. Situated in a graduate-level program evaluation course, the learners engaged in a debate using a scenario-based case on ethical decision-making. A content analysis of discussion using the Cognitive Presence framework and a social network analysis revealed a significant difference between peer-redirected group and instructor-redirected group in their cognitive presence as well as in interaction dynamic upon receiving the redirection message. Based on findings regarding cognitive presence level, interaction dynamic and perspective change on the debate topic in each group, a peer-facilitation approach is more effective for fostering critical thinking and collaborative discourse.
AB - The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses. However, the effect of peer-facilitation on critical thinking learning outcome has not been clearly discussed. Situated in a graduate-level program evaluation course, the learners engaged in a debate using a scenario-based case on ethical decision-making. A content analysis of discussion using the Cognitive Presence framework and a social network analysis revealed a significant difference between peer-redirected group and instructor-redirected group in their cognitive presence as well as in interaction dynamic upon receiving the redirection message. Based on findings regarding cognitive presence level, interaction dynamic and perspective change on the debate topic in each group, a peer-facilitation approach is more effective for fostering critical thinking and collaborative discourse.
KW - Asynchronous online discussion
KW - Critical thinking
KW - Facilitation strategies
KW - Interaction dynamic
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UR - http://www.scopus.com/inward/citedby.url?scp=85055329930&partnerID=8YFLogxK
U2 - 10.1007/s12528-018-9180-6
DO - 10.1007/s12528-018-9180-6
M3 - Article
VL - 30
SP - 489
EP - 509
JO - Journal of Computing in Higher Education
JF - Journal of Computing in Higher Education
SN - 1042-1726
IS - 3
ER -