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Building a Connected Stance: Motivation and
Engagement in Asynchronous Discussion
BoardsSloan-C Conference
October 29, 2009
Susan J. Wegmann, Ph. [email protected] of Central Florida
Joyce McCauley, Ph. D. Sam Houston State University
Face-to-face InteractionsInitial Research
• Initiate, Respond, Evaluate (IRE) pattern (Mehan, 1979)
• Connected vs. Disconnected stance
Moves in Connected Exchange
* inquire
* reassure students
* encourage students to answer a question
* illustrate a topic with a personal experience
* initiate a topic
* move a discussion forward
* stop a discussion
* change topic
* agree and elaborate
* gauge students' agreement/disagreement
* give information
* acknowledge answer
* joke
* inquire
* resist teacher's directions
* answer questions (both teacher's and other students')
* connect with other students
* agree/disagree with teacher or student
* express opinion
* initiate a topic
* clarify a topic
* self-correct
* joke
* Wonder
* Ask another question (to teacher and peer)
Teacher Students
Comparison of moves in two interaction patterns
Disconnected stance (Initiate, respond, evaluate pattern)
Connected stance pattern in one Response/ reaction group
responding to teacher Questioningclarifying response correcting response
Introducing a new topicsharing opinion sharing beliefs connecting to other readingsconnecting to their own experiencesconnecting to their own classroomconnecting to their own thinking introducing a new topicbuilding rapportsuggesting a new organizational themerevealing their own strugglesresponding to other peer’s question
K
R
I
S
T
Y
MICHAEL
TRACI
MARY ANN
CAROLYN
FRANNIE
C
L
A
S
S
11 hours later
22.5 hours later
1 day/13.5 hours later
2 days/9 hours later
2 days/11 hours later
9 days/1 hour later
Feb. 11, 9:45 pm
QUESTION
Introducing and new topic; sharing opinion; connecting to other readings; sharing opinion; sharing beliefs
How does Calkins’ work “fit” with what you know about teaching writing in classrooms?”
Connecting to their own experiences; intro a new topic; sharing opinion; sharing beliefs; connecting to their own thinking
Building rapport; sharing opinion; connecting to their own classroom; connecting to other readings; sharing opinion; wondering; connecting to other readings; posing question to the class
Building rapport; sharing opinion; connecting to their own thinking; revealing their own struggles
Suggesting a new organizational scheme; sharing opinion; connecting to other readings; responding to other peer’s question
Connecting to other readings
KRISTY
Building rapport; sharing opinion; connecting with own thinking
What about online discourse?
1. How does structure influence the number and length of postings that students offer?
2. What was the substance of students’ responses in online asynchronous discussion boards?
3. How do the moves found in online discussions reveal a connected discourse?
Four types of Online Interaction
learner-teacher learner-content learner-learner learner-interface
(Hillman, Willis, & Gunawardena, 1994).
When students think deeply and engage fully with:
– their reading– their peers – their teachers– the computer
And show deep, engaged, challenging interactions, we called this a connected stance.
Social Presence is enacted.
Disconnected Stance
“I have read your introduction and I am so pleased to be in this learning community with you. My God bless your future endeavors”
153 word initial posting
“Good job”
75 word initial posting
“Keep up the good work”
210 word initial posting
“I like what you said”
64 word posting
“I agree with everything you said.”
In answer. . .
• Structuring discussion boards – Open– Experimental
• 3R - Respond, react, reply• Examples• Rubric• End with a question
Data Sources– Discussion board entries, 2 universities, 2
graduate level reading courses, 32 students total
– End of term survey (addressing each of the four types of interaction)
– Informal interviews with students– Student evaluations
Codes of Moves1 Introducing a new topic
2/3 Sharing opinion and/or Sharing beliefs
4Connecting to other readings
5 Connecting to their own experiences
6Connecting to their own classroom
7Connecting to their own thinking
8 Building rapport
9 Suggesting a new organizational theme
10 Revealing their own struggles
11 Responding to other peer’s question
12 Giving information
13 Giving advice
14 Connecting to previous thought
15 Questioning/Wondering
16 Giving an example
17 Sharing “grand idea” not related to own experience or own classroom
18 Challenging peer
19 Connecting to course content
20 Humor
Wegmann’s Unstructured
McCauley’s Unstructured
Wegmann’s Structured
McCauley’s Structured
17 “Grand ideas”6 Connecting to their own
classroom 2,3 Sharing opinions/beliefs 2/3 Sharing Opinions/Beliefs
12 Giving information 16 Giving an example 8 Building rapport14 Connecting to a previous
thought
2,3 Sharing opinion/beliefs 17 Sharing a “grand idea” 1 Initiating a new topic 15 Questioning
1 Initiating a new topic19 Connecting to course
content14 Connecting to a previous thought 17 Sharing a “grand idea”
8 Building rapport 2/3 Sharing Opinions/Beliefs 12 Giving Information 16 Giving an example
19 Connecting to course content 12 Giving information 17 “Grand ideas” 8 Building rapport
10 Revealing their own struggles
10 Revealing their own struggles
6 Connecting to their own classroom
19 Connecting to course content
16 Giving an example14 Connecting to a previous
thought 15 Questioning10 Revealing their own
struggles
20 Using humor7 Connecting to their own
thinking19 Connecting to course content
6 Connecting to their own classroom
6 Connecting to their own classroom 8 Building rapport
10 Revealing their own struggles 12 Giving information
Moves across all 4 Discussion Boards
5 20
1050
400
5 15
650
50
McCauley’s Students Wegmann’s Students
Quadrants for the Connected/Disconnected Spectrum
Low Engagement,
High Participation
Connected Stance
High Engagement,
High Participation
Disconnected Stance
Low Engagement,
Low Participation
High Engagement,
Low Participation
Number of Moves Enacted
Num
ber
of w
ords
use
d
Implications
By promoting a Connected stance:–Transactional Distance is
decreased.–Social presence is
enhanced.
Future Analysis and Implications for Practice• Role of Online Instructor
– Explicit with moves?• Analyze the Moves on Bloom’s
taxonomy• What pairs and trios are visible• Characteristics of students’
personalities/culture
Discussion board RubricExpected Level of Competence2 point
Moving Toward Expected Level1 point
Not Acceptable0 points
Content Understanding (comprehension of the content under discussion)
The student understands significant ideas relevant to the issue under discussion. This is indicated by correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point.
Information and knowledge are accurate.
The student elaborates statements with accurate explanations, reasons, or evidence.
Ideas are reasonably clear, but the listener needs to make some guesses as to what the student meant.
Some vocabulary is used correctly and some is not.
Ideas are correct but not concise. Contributions to the group are
generally supported by some facts, examples, analogies, statistics, and so forth, but there’s a sense that more is needed.
The student uses foundational knowledge incorrectly.
The student struggles to provide ideas or support for ideas.
Ideas are extremely limited or hard to understand.
The student has difficulty understanding themes and distinguishing main ideas and supporting details.
Terminology is used incorrectly.
Expected Level of Competence2 point
Moving Toward Expected Level1 point
Not Acceptable0 points
Reasoning (ability to use the content to explore an issue, answer a question, make a decision, or discuss a point)
The student actively stimulates and sustains inquiry by asking thoughtful questions.
The student has a clear idea of the topic under discussion and sustains inquiry until in order to explore relevant issues.
The student stipulates claims or definitions (e.g., “For our discussion, let’s agree that prior knowledge refers to BOTH overall and specific knowledge.”). The student realizes when such stipulations are needed.
The student recognizes values or value conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.
The student argues by analogy. The student recognizes the accuracy, logic, relevance,
or clarity of statements. The student recognizes contradictions and irrelevant comments.
The student asks clarifying questions and knows when clarifying questions need to be asked.
The student distinguishes fact from opinion. The student summarizes points of agreement and
disagreement to set the stage for further movement; the student knows when such summaries are useful.
The student relies on the momentum of the group to motivate inquiry.
The student generally distinguishes fact from opinions.
The student may be repetitive with comments.
The student takes a position but with little evidence or explanation.
The student accepts ideas of others without much thought.
The student jumps randomly from one aspect of an issue to another.
The student provides little relevant information or contributes little to the discussion.
Opinions may be stated as facts.
The student shows little evidence of understanding the topic under discussion and how to sustain the inquiry to adequately explore issues related to it.
There is little sense of which information is of most importance.
Discussion board Rubric (cont)
Expected Level of Competence2 point
Moving Toward Expected Level1 point
Not Acceptable0 points
Interaction with Others The student initiates the dialogue with thoughtful and reflective comments and questions.
The interactions of the student are appropriate for educators in a graduate setting.
The student invites contributions from others as needed and the student knows when such contributions are needed.
The student acknowledges the statements of others in a way that builds a consecutive interchange between participants.
Replies to others are responsive to the statement and indicate that the student understood it and thought about it.
When disagreeing, the student does it respectfully. The nature of the disagreement is stated and an invitation to respond extended.
The student encourages a variety of points of view.
The student is courteous and attentive
The student is aware of cultural differences in social interactions and behaves in an appropriate fashion.
When conflicts arise, the student attempts to resolve them.
The student is aware of the value of group input and decision making.
The student attends to the discussion but contributes little new knowledge or ideas.
The student’s contributions do not detract from the discussions.
The student participates in the group but does little to involve others or encourage others to think critically.
The interactions of the student are inappropriate for educators in a graduate setting.
The student makes irrelevant or distracting statements.
Some comments are unconstructive and non-courteous.
The student makes a personal attack; language might suggest bias toward a group member or others.
The student does not contribute to the discussion.
The student appears unaware of cultural differences in conducting discussions.
Discussion does not take into consideration the ideas/comments by the group; there is little attempt at collaborative thinking.
Discussion board Rubric (cont)
Expected Level of Competence2 point
Moving Toward Expected Level1 point
Not Acceptable0 points
Language Conventions The student uses precise vocabulary and economical syntax. Words and syntax are purposefully chosen to make a point.
The student uses language that others in the group will understand.
The student defines or clearly explains language or concepts that might be unfamiliar to others; the student knows when such explanations might be necessary.
The student uses general vocabulary and tends to express ideas wordily.
Although correct, language might not be equally understandable to all members of the group.
The student uses language that others in the group are unlikely to understand.
Ideas appear disproportionately lengthy and are difficult to follow.
Language choices are vague, abstract, or trite. Jargon may be used when more precise language is needed.
Discussion board Rubric (cont)
Expected Level of Competence2 point
Moving Toward Expected Level1 point
Not Acceptable0 points
Mechanics The student shows mastery of academic English.
The student uses English conventionally without grammatical or typographical errors.
The student occasionally misspells words and makes grammatical errors.
The student frequently misspells words and makes grammatical errors.
Discussion board Rubric (cont)
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