Using Content and Process Scaffolds to Support Collaborative Discourse in Asynchronous Learning Networks

Discourse, a form of collaborative learning [44], is one of the most widely used methods of teaching and learning in the online environment. Particularly in large courses, discourse needs to be “structured” to be effective. This in-progress study investigates how to “scaffold” asynchronous discourse based on the Asynchronous Learning Networks Cognitive Discourse Model (ALNCDM). The ALNCDM is an adaptation of Clark and Brennan’s [5] grounding in communications principles within a technology- mediated learning (TML) environment. The model applies content and process scaffolding based on pedagogic principles. The study is a 2 X 2 design measuring learning effectiveness. Results of a pilot study are described. A major contribution of the study is building and testing a technologymediated, discourse- centered, teaching and learning model called the ALNCDM.

• Type: Conference
• Year: 2005
• Where: HICSS
• Authors: I. Wong-Bushby, Starr Roxanne Hiltz, Michael Bieber, Katia Passerini, Naomi Rotter, K. Swan
• Keywords: Asynchronous Discourse, Biometrics, Cognitive Discourse Model, Discourse, HICSS 2005, System Sciences