A Comparative Analysis of Online Discussion Participation Protocols

Joi L. Moore, Rose M. Marra
2005 Journal of Research on Technology in Education  
Thirty-seven graduate students in two course sections were required to contribute to the online discussion of an instructional design case study. The discussion forums required different participation protocols; students in section one implemented a constructive argumentation approach while students in section two had less structure for their postings. The results revealed that both sections exhibited co-construction of knowledge as measured using the content analysis protocol the Interaction
more » ... l the Interaction Analysis Model (IAM), but the less structured section reached the highest phase of knowledge building. In addition we found that the constructive argumentation approach and the task-oriented nature of the discussion influenced the interactions and co-construction of knowledge. The findings reveal practical implications for effective design of online discussion that may improve the quality of learning. (Keywords: computer mediated discussions, online discussion protocols, online discussion participation, argumentation.) 192 Winter 2005: Volume 38 Number 2
doi:10.1080/15391523.2005.10782456 fatcat:oeb6od5mlng5tk2ly3rvuw3yue