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A Taxonomy of Learning Through Asynchronous Discussion

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Knowlton, D.S. (2005). A Taxonomy of Learning Through Asynchronous Discussion. Journal of Interactive Learning Research, 16(2), 155-177. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5675.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 16, Issue 2, April 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

Dave S. Knowlton, Southern Illinois University Edwardsville, United States

Abstract

This article presents a five-tiered taxonomy that describes the nature of participation in, and learning through, asynchronous discussion. The taxonomy is framed by a constructivist view of asynchronous discussion. The five tiers of the taxonomy include the following: (a) passive participation, (b) developmental participation, (c) generative participation, (d) dialogical participation, and (e) metacognitive participation. This article concludes with implications for pedagogy and suggestions for the direction of future theoretical and empirical research.

Keywords

• Social Sciences

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