Facilitative Strategies for Enhancing Knowledge Construction through Asynchronous Discussion in an Online Art Course

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Lai, A. & Lu, L. (2007). Facilitative Strategies for Enhancing Knowledge Construction through Asynchronous Discussion in an Online Art Course. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2673-2680). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25000.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Alice Lai, SUNY-Empire State College, Center for Distance Learning, United States; Lilly Lu, Northern Illinois University, United States

Abstract

As asynchronous online discussion becomes an important component in online courses, scholars are increasingly concerned with instructor online discussion facilitative strategies and how they impact student knowledge construction. To further understand student knowledge construction processes and outcomes in art education, the authors conduct a study on an undergraduate online art course, Images of Women in Western Civilization. This paper begins with a review of student knowledge construction models and the feminist pedagogy which guided the design of the study and facilitative strategies. The authors then describe the facilitative strategies implemented in three learning phases: community building, knowledge construction enhancement, and self-guided learning. Finally, the authors provide observations of student knowledge construction under different facilitative strategies.

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