Effects of Student Facilitated Two-Stage Small-Group Discussion on Knowledge Construction in Online Health Administration Class

• In Event: Learning About Learner Interaction in Online Courses

Abstract

This study investigated the effects of student-facilitated 2-stage small-group discussion on students’ knowledge construction as measured by the quantity of idea units generated and quality of discussion. Employing a quasi-experimental design and mixed-method of content analysis and statistical analysis, this study revealed 1) students presented more idea units in the 2-stage small-group discussion; 2) the number of idea units that student facilitators provided in their compiled posts was significantly increased; 3) students engaged more in higher phases of knowledge construction in the 2-stage small-group discussion; 4) there is no statistical difference between student facilitators and non-facilitating students in engaging in higher-phase knowledge construction; 5) students presented similar phases of knowledge construction for fact-finding questions, suggestion-asking questions, and argumentative questions.

Authors

• Chae Young Chang, Indiana University - Northwest

• Su Jin Park, Indiana Uninversity Northwest