NDLI: ∗ tapping online dialogue for learning: a grounded theory approach to identifying key heuristics (2006).

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∗ tapping online dialogue for learning: a grounded theory approach to identifying key heuristics (2006).

Content Provider	CiteSeerX
Author	Haavind, Sarah
Abstract	that Promote Collaborative Dialogue Among Secondary Online Learners (Haavind, in press) is the full report on this study. Key Factors of Online Course Design 2 A particularly challenging aspect of online teaching is promoting collaborative dialogue among students that supports instructional goals. This study identified online instructor facilitation, course activity designs and evaluation rubrics that promoted extended, substantive dialogue in Virtual High School (VHS) classes (www.govhs.org). Collaborative dialogue was recognized in collaborative events that contained a minimum thread depth of four linked comments discussing course content. Archival data and discourse analysis suggested an interplay among four key elements was needed to promote collaborative dialogue: social community among participants, collaborative activity designs, explicit teaching of how to collaborate, and evaluation of collaborative participation.
File Format	PDF
Publisher Date	2006-01-01
Access Restriction	Open
Subject Keyword	Identifying Key Heuristic Grounded Theory Approach Collaborative Dialogue Online Dialogue Course Activity Design Archival Data Discourse Analysis Course Content Collaborative Event Full Report Online Course Design Promote Collaborative Dialogue Key Element Substantive Dialogue Minimum Thread Depth Secondary Online Learner Online Instructor Facilitation Online Teaching Collaborative Activity Design Collaborative Participation Instructional Goal Explicit Teaching Key Factor Virtual High School Evaluation Rubric Social Community
Content Type	Text

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