Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies

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Lu, L., Lai, A.L. & Jeng, I. (2008). Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 526-531). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27220.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Lilly Lu, Northern Illionois University, United States; Alice Lai Lai, SUNY-Empire State College, United States; Ifeng Jeng, Indiana University, United States

Abstract

This study aims to investigate knowledge construction and instructor facilitative strategies at three different student engagement phases: learner-cooperative, learner-collaborative, and learner-led. One main finding shows that more advanced student knowledge construction at the learner-cooperative and learner-collaborative phases were reached than at the learner-led phase as the instructor applied more substantial facilitative strategies in the first two phases than in the last. However, the student learning surveys show that students were most satisfied with their knowledge construction in the student-led phase. This paper also presents other findings regarding effective facilitative strategies for helping students reach higher levels of knowledge construction.

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