{"title":"加强成人学生的在线知识建构：探索有效的教学设计并消除障碍","authors":"Yujen Ho","doi":"10.1111/jcal.12983","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background Study</h3>\n \n <p>Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusion</h3>\n \n <p>The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.</p>\n </section>\n \n <section>\n \n <h3> Limitation</h3>\n \n <p>The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1675-1689"},"PeriodicalIF":5.1000,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers\",\"authors\":\"Yujen Ho\",\"doi\":\"10.1111/jcal.12983\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background Study</h3>\\n \\n <p>Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusion</h3>\\n \\n <p>The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Limitation</h3>\\n \\n <p>The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 4\",\"pages\":\"1675-1689\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-03-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12983\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12983","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.
Objectives
This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.
Methods
This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.
Results and Conclusion
The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.
Limitation
The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
