Nada Dabbagh

How to structure online discussions for meaningful discourse: a case study

This study examined the impact of structuredness of asynchronous online discussion protocols and evaluation rubrics on meaningful discourse. Transcripts of twelve online discussions involving 87 participants from four sections of a graduate course entitled Instructional Technology Foundations and Learning Theory were analysed across four semesters. Protocols and evaluation rubrics guiding online discussions in this course ranged from minimal structure or loosely defined protocols in the first section, to high sructure or well defined and comprehensive protocols and evaluation criteria in the fourth section. The analyses revealed that some elements of structure had a significant impact on meaningful discourse. Particularly, guidelines that assisted the facilitation and evaluation of online discussions increased the cognitive quality of student postings promoting a deeper and more meaningful understanding of course content.

Scaffolding: An important teacher competency in online learning

By Nada Dabbagh Scaffolding is originally a Vygotskyan (Lev Vygotsky, 1896-1934) concept based on the idea of providing supportive assistance to the learner within the parameters of a learner’s zone of proximal development (Zo-ped or ZPD) (Wood, Bruner, & Ross, 1976). ZPD is a measure of a learner’s current ability and knowledge what he/she is able to perform with no assistance and the learner’s expected or anticipated ability and knowledge what the learner can be challenged to accomplish with supportive assistance (Vygotsky, 1978). “Learners progress through the ZPD by attempting successive approximations of the learning task, assisted by peers, more able others or with a tutor” (McLoughlin, Oliver, Collis, Winnips, 1999, p.1). Scaffolding involves supporting novice learners by limiting the complexities of the learning context and gradually removing those limits (a concept known as fading) as learners gain the knowledge, skills, and confidence to cope with the full complexity of the context (Young, 1993). Assistance to learners is provided on an as-needed basis and as their task competence increases, fading of assistance is gradually administered to allow learners to complete the task independently (Pressley, Hogan, Wharton-McDonald, Mistretta, & Ettenberger, 1996; Jarvela, 1995). Fading of support during scaffolding should eventually result in self-regulated learning and lead to more self-reliant students (Winnips, 2001; Clark & Kazinou, 2001). The process of providing just-intime, just-enough assistance and the gradual fading of assistance as learners become more competent in the use of task strategies calls for designing a layered learning experience in which novice learners get enough basic support and information to successfully engage in learning without slowing down advanced or more experienced learners who may need a different layer (or level) of support to maintain their learning momentum and interest. Skillful teachers in traditional face-to-face learning environments, are generally able to support students through a range of scaffolding approaches that can lead learners to deeper engagement in order to solve a problem or complete a learning task by themselves. However, online learning environments are now limiting face-toface teacher-student interaction and opening new possibilities for the application of the principles of scaffolding (McLoughlin, Winnips, & Oliver, 2000). This paper proposes a distributed and shared approach to scaffolding where teacher-student, student-student, and student-content interactions are supported through the use of online learning tools, and where responsibility of scaffolding is shared amongst learners, teachers, and resources. This approach will enable students who engage in online learning to become more self-directed, self-regulated, and self-reliant by providing multiple levels and types of support.

Case problems for problem-based pedagogical approaches: A comparative analysis

A comparative analysis of 51 case problems used in five problem-based pedagogical models was conducted to examine whether there are differences in their characteristics and the implications of such differences on the selection and generation of ill-structured case problems. The five pedagogical models were: situated learning, goal-based scenario, learning-by-design, problem-based learning and cognitive flexibility hypertext. The analysis revealed that while all case problems were authentic and multi-disciplinary, they varied across six themes for the pedagogical models examined: problem complexity, nature of problem topic, problem task, problem product, problem solving activity, and type of effort. The analysis also revealed that different kinds of case problems (e.g., dilemmas, design problems, case-analysis problems) are appropriate for different problem-based pedagogical models. These findings and their educational implications are described.

Concept Mapping as a Mindtool for Critical Thinking

Abstract Concept mapping is a mindtool (cognitive tool) that can enhance the interdependence of declarative and procedural knowledge to produce yet another form of knowledge representation known as structural knowledge (Jonassen, 1996). Structural knowledge is best described as knowing why something is the case. It helps learners integrate and interrelate declarative and procedural knowledge by activating the perceived static nature of declarative knowledge and by increasing the awareness of why one knows how to do something. By using computer-based concept mapping tools as a cognitive or learning strategy, learners can sharpen inference-making and critical thinking skills and can avoid the acquisition and accumulation of inert (unusable) knowledge. This article discusses the use and application of two computer-based concept mapping tools, Inspiration® and Semnet®, in educational contexts to foster meaningful learning and understanding. Inspiration® and Semnet® are visual thinking environments that allow users to create concept maps, semantic networks, outlines, graphic organizers and other comprehension monitoring activities. The article addresses the use of computer-based concept mapping as a learning strategy, an instructional strategy, and as a collaborative thinking tool, offering guidelines for educators on how to implement these uses in the classroom.

Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts

The purpose of this chapter is to review research that examined whether tools and features of course or learning management systems, referred to in this research as web-based pedagogical tools (WBPT), can be used to support and promote specific processes of student self-regulated learning such as goal setting, help seeking, and self-monitoring, in online and distributed learning contexts. Five categories of WBPT are described including administrative tools, content creation and delivery tools, collaborative and communication tools, learning tools, and assessment tools. In addition, research designs and data collection instruments of three studies are described. Research findings are summarized showing that WBPT can be used to support a number of self-regulatory processes and that college instructors and faculty can use WBPT to design effective learning tasks that promote student self-regulated learning. Educational implications, limitations, and future directions are also discussed.

College Students’ Perceptions of Positive and Negative Effects of Social Networking

The aim of this study was to examine college students’ perceptions of social networking in the United States. A secondary purpose was to determine whether differences in gender and age were prevalent. One hundred and twenty eight (N = 128) students were surveyed online. Data showed that social networking was helpful for communication, information gathering, and that it positively influenced their academic work. However, students also reported that social networking had a negative impact on their social interactions, emotional health and work completion, with younger participants reporting greater negative effects of social networking on work completion. Students also reported that social networking can be addictive, distractive, and a threat to their privacy. Although no significant gender differences emerged in students’ perceptions, numerically females viewed social networking in more positive terms. Educational implications and future directions for research are discussed.

Evolution of Learning Technologies: Past, Present, and Future

Learning Technologies (LT) are defined as a dynamic and emergent aggregation of Web tools, software applications, and mobile technologies that integrate the technological and pedagogical features and affordances of the Internet and its associated services and devices, to facilitate the design, development, delivery, and management of learning (Kitsantas and Dabbagh 2010).

Massive Open Online Courses

Massive Open Online Courses (MOOCs) are a recent popular trend in the online learning landscape that has its roots in the ever expanding repertoire of Open Educational Resources (OER) and distance learning technologies. The term MOOC was coined in 2008 by Dave Cormier to describe the Connectivism and Connective Knowledge (CCK08) course and highlight the key characteristics of this new pedagogical model.

Game-based Learning

Digital games have become an integral part of society. According to the Entertainment Software Association, consumers spent slightly over

Mason students’ ideal personal learning environment (PLE): What we know and don’t know about how students learn in the digital age

21 billion on digital games, hardware, and accessories in 2012 (up from