DSpace Repository

Constructing Student Knowledge in the Online Classroom: The Effectiveness of Focal Prompts

Show simple item record

dc.contributor.author Howell, Ginger
dc.contributor.author LaCour, Misty
dc.contributor.author McGlawn, Penny
dc.date.accessioned 2019-10-04T20:26:24Z
dc.date.available 2019-10-04T20:26:24Z
dc.date.issued 2017-01
dc.identifier.citation Howell, G., LaCour, M., & McGlawn, P. (2017). Constructing student knowledge in the online classroom: The effectiveness of focal prompts. College Student Journal, 51(4), 483-490. en_US
dc.identifier.issn 0146-3934
dc.identifier.uri http://hdl.handle.net/20.500.12264/49
dc.description.abstract The purpose of this study was to examine the effect of three Structured Divergent discussion board prompt designs on knowledge construction in a graduate online course. According to Andrews (1980), the form of the question affects the extent of the response within a discussion. The Playground prompt, the Brainstorming prompt, and the Focal prompt were implemented in an online classroom to determine impact on student knowledge construction. The Interaction Analysis Model (1AM) tool was used to investigate the online discussion posts. Concept maps were also developed representing the concepts learned. The Focal Prompt design proved most effective in encouraging knowledge construction among online graduate students. The Focal Prompt design requires students to choose an argument and support the view point with a rationale. By doing so, students were better able to construct knowledge as related to course content. The results of this study can be used by instructors and curriculum designers to create a more effective online experience which furthers student knowledge and learning in the online classroom. en_US
dc.language.iso en en_US
dc.publisher Project Innovation en_US
dc.subject Discussion prompt design en_US
dc.subject Structured divergent prompts en_US
dc.subject Knowledge construction en_US
dc.subject Interaction Analysis Model en_US
dc.subject Concept maps en_US
dc.title Constructing Student Knowledge in the Online Classroom: The Effectiveness of Focal Prompts en_US
dc.type Article en_US
local.external.uri https://www.ingentaconnect.com/contentone/prin/csj/2017/00000051/00000004/art00004


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Faculty Scholarship
    This collection features faculty research and works published in scholarly journals. Unpublished scholarly work that is research-oriented can also be submitted here.

Show simple item record

Search


Browse

Contribute