Improving 3rd Grade Students' Writing Ability via Asynchronous Discussions: A Case Study

The aim of the research, presented in the current paper, was to examine the impact of asynchronous discussions’ usage in students’ writing ability. It is proposed that critical thinking skills could be cultivated through electronic discussions. In fact, through dialogues students have the opportunity to construct meanings, interact with others and thus acquire knowledge through meaningful communication. In support of this view, the present study was conducted with the participation of 27 3rd Grade students in a primary school in Athens, who participated in the creation of an electronic, interactive newspaper through online discussions. The activity was implemented using the DIAS system, an asynchronous discussion platform with integrated Interaction Analysis tools, exploited in this case to facilitate the researcher’s analysis. The results indicate that students made significantly fewer mistakes in the online environment, both quantitatively and qualitatively. Additionally, they took initiatives, worked individually and were engaged into a purposeful interaction with others, therefore reinforcing autonomous learning.

[1]  Martin A. Andresen.  Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations , 2009, J. Educ. Technol. Soc..

[2]  C. Kenning,et al.  Learning disabilities and educational needs of juvenile offenders , 2007 .

[3]  J. Spencer,et al.  Using Writing Across the Curriculum in Economics: Is Taking the Plunge Worth It? , 1993 .

[4]  Gunther Kress.  Learning, a semiotic view in the context of digital technologies , 2004 .

[5]  D. Garrison.  A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions , 1993 .

[6]  Steven A. Greenlaw,et al.  Teaching Critical Thinking with Electronic Discussion , 2003 .

[7]  Ron Oliver,et al.  Seeking best practice in online learning: Flexible learning toolboxes in the Australian VET sector , 2001 .

[8]  P. Dillenbourg.  What do you mean by collaborative learning , 1999 .

[9]  Tharrenos Bratitsis,et al.  Studying the effect of interaction analysis indicators on students' selfregulation during asynchronous discussion learning activities , 2009, CSCL.

[10]  W. Hansen.  Improving Classroom Discussion in Economics Courses , 1983 .

[11]  M. Scardamalia,et al.  Knowledge Building: Theory, Pedagogy, and Technology , 2006 .

[12]  R. Wegerif.  Literature Review in Thinking Skills, Technology and Learning , 1997 .

[13]  Methinee Wongwanich Rumpagaporn,et al.  Students' critical thinking skills in a Thai ICT schools pilot project , 2007 .

[14]  Fay Sudweeks,et al.  Constructivism and online collaborative group learning in higher education: A case study , 2009 .

[15]  Lasse Lipponen,et al.  Exploring foundations for computer-supported collaborative learning , 2002, CSCL.

[16]  William B. Walstad,et al.  The Principles of Economics Course: A Handbook for Instructors , 1990 .

[17]  Tharrenos Bratitsis,et al.  Interpretation of Computer Based Interaction Analysis Indicators: A Significant Issue for Enhancing Collaboration in Technology Based Learning , 2010 .