Online Discourse Patterns: Building an Instructional Framework for Designing Educational Discourses Junghyun An & James A. Levin College of Education University.

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Online Discourse Patterns: Building an Instructional Framework for Designing Educational Discourses Junghyun An & James A. Levin College of Education University of Illinois at Urbana-Champaign

Instructional Patterns Mehan’s IRE (Initiation-Reply-Evaluation) pattern in face-to-face classrooms. Evidence that this does not apply to online interaction: –Multidirectional, thematic, and reflective characteristics of online communication –Quinn, Mehan, Levin, & Black (1983) –Harasim (1991) –Duffy, Dueber, & Hawley (1998) –Haavind (2000)

Research Questions What are the major patterns of online discourse implemented in educational practices? How can online instruction be structured to support and guide these patterns of educational discourse?

Research subjects from two graduate classes Computer Uses in Education (CUE), fall 2000 –A mixed group of students on campus as well as off campus. –Conduct major projects to design educational resources critically incorporating current technology. Technology & Education Reform, summer 2000 –Only online graduate students (most are K-12 teachers or technology coordinators). –Reflect and discuss current educational reform topics with the objectives of students’ school districts.

Six Patterns of Online Educational Discourse: 1. Inquiry-based Discourse –Question (Q)  Suggestion (S) or Reflection (Ref) –Students’ exploration of their own meaning of knowledge with their own or teacher-raised provocative questions.

Six Patterns of Online Educational Discourse: 2. Information Sharing –Question (Q)  Information (Info) –Information seeking or probing with specific questions looking for answers.

Six Patterns of Online Educational Discourse: 3. Reading Reflection –Information (Info)  Reflection (Ref) –Students’ deliberate expressions of thoughts regarding course readings or messages in relation with their personal knowledge, experiences, or belief systems.

Six Patterns of Online Educational Discourse: 4. Analytical Evaluation –Information (Info)  Evaluation (E) –Students’ evaluations of messages or other readings with their judgmental decisions in regard to their own or teacher-provided criteria.

Six Patterns of Online Educational Discourse: 5. Argumentative Discourse –Debate (Pro-Con)  Debate (Pro-Con) –Students’ debates on controversial issues for their extended understanding of the complexity of the discussion topic and their enhanced commitment to collaborative learning.

Six Patterns of Online Educational Discourse: 6. Project-based Discourse –Proposal (P) or Report (Rpt)  Evaluation (E), Suggestion (S), or Reflection (Ref) –Students’ sharing of project proposals and progress reports, and their continuous reconstructions of projects in terms of others’ feedback.

Discussion: Building an Online Instructional Framework Opening –Reading resources –Questions –Instructional guideline –Modeling Main Class Discussion –Cued by teacher’s opening message –Teacher’s initial selection of a major pattern of discourse for the content of discussion –Teacher moderation Transition –Student integration of the class discussion

Contact Information: Paper: Contact: –Junghyun An Curriculum & Instruction, UIUC –James A. Levin Educational Psychology, UIUC