Basics of qualitative research: Grounded theory procedures and techniques

Asynchronous online discussion environments are important platforms to support learning. Research suggests, however, threaded forums, one of the most popular asynchronous discussion environments, do not often foster productive online discussions naturally. This paper explores how certain properties of threaded forums have affected or constrained the quality of discussions, and argues that developing alternative discussion environments is highly needed to offer better support for asynchronous online communication. Using the Productive Online Discussion Model developed by Gao, Wang and Sun, we analyzed current work on four types of asynchronous discussion environments that have been developed and researched: constrained environments, visualized environments, anchored environments and combined environments. The paper has implications for developing future asynchronous online discussion environments. More specifically, future work should aim at (1) exploring new environments that support varied goals of learning, (2) integrating emerging technologies to address the constraints of current environments, (3) designing multifunctional environments to facilitate complex learning and (4) developing appropriate instructional activities and strategies for these environments. Practitioner Notes What is already known about this topic Asynchronous online discussion plays an important role in facilitating learning., It is hard to foster a focused, interactive and in-depth asynchronous discussion in traditional threaded forums., Researchers have investigated multiple ways of structuring or facilitating asynchronous online discussions., What this paper adds The paper analyzes how existing features of threaded forums constrain the quality of online discussion., The paper identifies the progress made in designing alternative asynchronous discussion environments and discusses four major types of asynchronous discussion environments that have been developed and researched., The paper provides suggestions for developing future asynchronous discussion environments., Implications for practice and/or policy Designing alternative asynchronous discussion environments is necessary to improve the quality of online discussion and communication., New asynchronous discussion environments need to be designed to meet varied learning goals and facilitate complex learning., Appropriate instructional strategies need to be developed for both existing and new online discussion environments. [ABSTRACT FROM AUTHOR]

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Designing Asynchronous Online Discussion Environments: Recent Progress and Possible Future Directions.

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education.

The Epistemic Challenge of Hearing Child’s Voice

There is extensive literature on the power of face-to-face cross-culturalexperience in developing the knowledge, skills, and dispositions of world-mindedness (Brislin, 1993; Brislin Y Germaine, 1998; Gochen-our, 1993; Gudykunst & Matsumoto,1996; Wilson, 1982, 1983, 1986; 1993a,1998). Multicultural and global educators agree that teachers need face-to-face experiential learning with people different from themselves if they are todevelop cross-cultural skills, knowledge, and competence (Chavez Chavez O Cushner & Brislin, 1996; Dasen, 1992; Deering & Stanutz,1995; Finney & Orr, 1995; Grant, 1992; Johnson & Johnson, 1992, Merryfield,2000b; Powell, Zehm, & Garcia, 1996). During the 1970s and 1980s manyuniversities and other organizations developed opportunities for studentsand teachers to study abroad or work in culturally diverse settings withAmerican minorities, immigrants, refugees, or international students. Andthen came the Internet, email, and the possibility for online interaction withpeople around the globe.Underwritten by numerous corporations and foundations, electronic cross-cultural projects have promised to increase cultural sensitivity and aware-ness as they develop the skills and experiences needed in a global society.Scholars have identified positive outcomes, such as perspective taking,critical thinking, increased task engagement, sensitivity to cultural diversity,and social cognition, in some of these projects (Bonk, Appelman & Hay,1996; Bonk & King, 1998; Daniels, Berglunc, & Petre, 1999; Kim & Bonk,2002, Sunal & Christensen, 2002). Others who have reviewed such projects

http://adlawrence.blogs.wm.edu/files/2011/03/Cross_cultural_experiential_learning.pdf

Like a Veil: Cross-cultural Experiential Learning Online

The popularity of online learning has boomed over the last few years pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation would be better because students might feel more comfortable learning and challenging each other. Our research compared these two facilitation methods and discovered that students participated more in instructor-facilitated online courses where they wrote more notes, edited and reread notes more, and created more connections to other notes than students in peer-facilitated courses. We identified student activity patterns and described differences in how those patterns manifest themselves based on the facilitation method that was used. Our findings also show that instructor-facilitated courses had a stronger sense of community than peer-facilitated courses.

/pdf/exploring-the-relationships-between-facilitation-methods-406xod9u3a.pdf

Exploring the Relationships between Facilitation Methods, Students’ Sense of Community, and Their Online Behaviors

Classroom discussion is an important teaching strategy because of its relation to the development of participatory citizenship, critical thinking, Discussion is particularly relevant in social studies education because of the mandate to prepare students for participatory democracy. Sev-have examined the distinctive nature of discussion itself. Those studies indicate that there are various types of discussion that vary in purpose, content, and format. In this article the author begins a look at two general \" types \" of discussion in schools: classroom discussion¾where face-to-face verbal interactions occur among students and teacher¾and threaded electronic discussion¾where the interactions occur electronically and asynchro-nously by way of a computer. Interest in this topic stems from the possibility that threaded discussions may be a promising format for discussing public issues in the classroom. Merry Merryfield (2000) provided several advantages that threaded discussions have over other electronic discussion formats (e.g., list serves, chat rooms). Merryfield suggested that threaded discussions are advantageous because they are linked to a course homepage, the instructor can control the structure of the discussions, and the \" postings \" provide a searchable database of student comments and interactions. While electronic threaded discussions are not commonplace in social studies classrooms, the technology needed to facilitate such discussions is not new or expensive. Still, examples of students engaging in threaded electronic discussions are hard to find in schools.

/pdf/classroom-discussion-and-threaded-electronic-discussion-2tiy7byiy7.pdf

Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas

Introduction Section 1: Contexts Of Teaching And Learning 1. Learning, Teaching, and Management 2. Constructing Classroom Curriculum 3. Preparing Learning Objectives and Assessing Student Learning 4. Long and Short Range Planning Section 2: Instructional Strategies 5. Lecture and Direct Instruction 6. Questioning 7. Concept Formation 8. Cooperative Learning 9. Simulation, Role Play, and Dramatization 10. Classroom Discussion and Debate 11. Student-Directed Investigation. Appendix A. State Standards and Assessments. Appendix B. Verbs to Help Identify Student Behaviors at Each Level of Bloom Cognitive. Taxonomy. Appendix C. Verbs to Help Identify Student Behaviors at Each Level of Krahtwohl. Affective Taxonomy. Appendix D. Matrix of Instructional Strategies. Glossary. Index

Instructional Strategies for Middle and High School

Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educator Bruce E. Larson offers detailed descriptions of a range of instructional strategies, along with guidelines for deciding how and when to use each. 
Part I offers the foundations for teaching and learning in a social studies classroom, and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the classroom. Part II delivers a range of comprehensive strategies for providing instruction that is appropriate for particular lessons, student abilities, and classroom environments. The practical strategies in Part II build upon the learning theories described in Part I, positioning Instructional Strategies for Middle and High School Social Studies to be the go-to, all-inclusive teacher’s guide to the social studies classroom. 
New to this Edition

A list of goals before each chapter presents an overview of the chapter’s content focus, and provides an outline for the chapter review.
Extensively revised Part I (chapters 1–4) provides an updated review of national standards developed for teaching history, geography, civics, and economics. In-depth applications of the Common Core State Standards for the social studies are also explored. 
New "Reality Check" feature provides directions for integrating field-based experiences into the chapters, and contextualizes the ideas in the book for a classroom setting.
Each chapter in Part II (chapters 5–11) has been expanded to include a section labeled "Enhancing Student Learning with Technology," offering websites, links, and other resources for integrating recent technologies into the classroom.
Chapters 5–11 include a new "Making Your Lesson More Meaningful for ELLs" feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy.
Expanded discussion of the "Understanding by Design" model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning.

Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management

A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students’ beliefs about the concept or nature of controversy itself might affect such discussions and potentially, the sort of citizen that educators are fostering. We argue that examining the concept of ‘controversy’ is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom ‘counterpublics’ that aim to develop more justice-oriented democratic citizens.

Controversy, citizenship, and counterpublics: developing democratic habits of mind

Promoting Powerful Social Studies Teaching and Learning through the use of Technology

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