Titlebook: Student Participation in Online Discussions; Challenges, Solution Khe Foon Hew,Wing Sum Cheung Book 2012 Springer Science+Business Media, N

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Possible Strategies to Overcome Limited Student Contribution: Empirical Findings From Previous Reseinking, or students displaying low-level knowledge construction in online discussions. The empirically based strategies include the use of certain ground rules, discussion deadlines, discussion incentives, open-ended questions or topics, sentence openers and message labels, Socratic questions, and asynchronous voice or audio discussion.

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Discussion on Strategy Dilemmas,ilemmas include the following: use of grades or marks, use of number of posting guideline and posting deadlines, use of message labels or sentence openers (online scaffolds), extending the duration of the online discussion, and instructor/facilitation.

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引起痛苦

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Asynchronous Audio Discussion,than half the participants reported that they preferred to use a text discussion if given a choice. The reasons for such a preference are discussed in this chapter. We also found a significant association between the levels of knowledge construction (Gunawardena et al. J Educ Comput Res 17(4):397–431, 1997) and the mode of discussions.

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nberg and Kelly, in their comprehensive foundational treatise [EK, esp. pp. 454, ff.] on closed and monoidal categories, for general closed categories ., those authors pointedly renounce consideration of that notion‘s contravariant counterpart until . is at least symmetric, and carefully refrain fro