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Structuring Asynchronous Discussion Groups: Comparing Scripting by Assigning Roles with Regulation by Cross-Age Peer Tutors
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De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin – Learning and Instruction, 2010
The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N=135). Content analysis was applied to analyse the level of knowledge construction in students' online postings.…
Descriptors: Knowledge Level, Tutors, Cross Age Teaching, Peer Teaching
Applying Multilevel Modelling to Content Analysis Data: Methodological Issues in the Study of Role Assignment in Asynchronous Discussion Groups
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De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin – Learning and Instruction, 2007
This study focuses on the process, output, and interpretation of "multilevel analyses" on "quantitative content analysis data" derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction reflected in students' contributions and the relation between message characteristics and these…
Descriptors: Knowledge Level, Discussion Groups, Content Analysis, Computer Mediated Communication
A Cross-Cultural Study of Online Collaborative Learning
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Zhu, Chang; Valcke, Martin; Schellens, Tammy – Multicultural Education & Technology Journal, 2009
Purpose: The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e-learning environment (ELE).…
Descriptors: Constructivism (Learning), Learning Strategies, Student Motivation, Cooperative Learning
Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?
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Schellens, Tammy; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – International Journal of Computer-Supported Collaborative Learning, 2007
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of…
Descriptors: Computer Mediated Communication, Discussion Groups, Knowledge Level, Comparative Analysis
Fostering Knowledge Construction in University Students through Asynchronous Discussion Groups
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Schellens, Tammy; Valcke, Martin – Computers and Education, 2006
Does collaborative learning in asynchronous discussion groups result in enhancing academic discourse and knowledge construction? This general research question has been researched in a study involving 300 students, working during six months in 38 electronic discussion groups. The transcripts of the discussions were coded and analysed to test…
Descriptors: Computer Mediated Communication, Teleconferencing, College Students, Discussion Groups