Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas

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Larson, B.E. & Keiper, T.A. (2002). Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas. Contemporary Issues in Technology and Teacher Education, 2(1), 45-62. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/14452.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 2, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on CITE Journal

Authors

Bruce E. Larson, Timothy A. Keiper, Western Washington University, USA

Abstract

Classroom discussion is an important teaching strategy because of its relation to the development of participatory citizenship, critical thinking, and classroom community (Engel & Ochoa, 1988; Parker, 1996; Weikel, 1994). Discussion is particularly relevant in social studies education because of the mandate to prepare students for participatory democracy. Several studies (Weikel & Mangram, 1995; Larson, 2000; Larson & Parker, 1996) 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 discussion,where face-to-face verbal interactions occur among students and teacher, and threaded electronic discussion, where the interactions occur electronically and asynchronously by way of a computer.

Keywords

• Classrooms
• Social Studies
• Interaction

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