This is a preview of subscription content, log in via an institution to check access.
References
Abbeduto, L. (2002). Should schools embrace computers and technology? Taking sides: Clashing views on controversial issues in educational psychology, 2nd edition. Guilford, CT: Dushkin/McGraw-Hill.
Bendixen, L. D., Hartley, K., Sas, I. C., & Spatariu, A. (2003, April). The impact of epistemic beliefs and metacognition on online discussions. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Gibson, C. C. (2003). Learners and learning: The need for theory. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 147–161). New Jersey: Lawrence Erlbaum Associates.
Heflich, D., & Putney, L. (2001). Reflections of reality: Online conversation in a teacher education seminar. Intimacy and reflection, online conversation in a practicum seminar. Journal of Computing in Teacher Education 17(3), 10–17.
Henri, F., & Rigault, C. R. (1996). Collaborative distance learning and computer conferencing. In Liao, T.T. (Ed.), Advanced educational technology: Research issues and future potential, (pp. 45–76). Berlin: Springer-Verlag.
Howell-Richardson, C., & Mellar, H. (1996). A methodology for the analysis of patterns of participation within computer mediated communication courses. Instructional Science, 24, 47–69.
Jeong, A. (2004). The combined eff ects of response time and message content on growth patterns of discussion threads in computer-supported collaborative argumentation. Journal of Distance Education, 19(1), 36–53.
Jeong, A., & Joung, S. (2003). The effects of response constraints and message labels on interaction patterns and argumentation in online discussions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Retrieved August 21, 2005, from: http://dev22448-01.sp01.fsu.edu/Research/Labeling/Fall2002/AERAProposalScaffolding.pdf
Joung, S. (2004). The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design on Decision Change, Critical Th inking, and Interaction Pattern during Online Debates. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education International Conference, Phoenix, AZ.
Langille, L., & Pelletier, J. (2003). Collaborative electronic discussion groups: Using cognotes to create accountability. Society for Information Technology and Teacher Education International Conference 2003(1), 2463–2466. Available online: http://dl.aace.org/12250
MacKinnon, G. R. (2003). Inter-rater reliability of an electronic discussion coding system. Technology, Pedagogy, and Education, 12(2), 219–230.
MacKinnon, G. R., & Aylward, L. (1999). Six steps to improving the quality of your electronic discussion groups. Journal of Instruction Delivery Systems, 13(4), 17–19.
Martunnen, M. (1998). Electronic mail as a form for argumentative interaction in higher education studies. Journal of Computing Research, 18, 387–405.
Nussbaum, E. M. (2005). The effect of goal instructions and need for cognition on interactive argumentation. Educational Contemporary Psychology, 30(3), 286–313.
Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573–595.
Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. (2002, April). Enhancing the quality of online discussions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Peterson-Lewinson, J. (2002). Facilitating the process of knowledge construction among preservice teachers through computer mediated communications. Paper presented at the International Conference on Computers in Education, Auckland, New Zealand.
Poscente, R., & Fahy, J. (2003). Investigating triggers in CMC text transcripts. International Review of Research in Open and Distance Learning, 4(2). Retrieved February 11, 2007 from: http://www.irrodl.org/index.php/irrodl/article/view/141/221
Rose, M. A. (2004). Comparing productive online dialogue in two group styles: Cooperative and collaborative. American Journal of Distance Education, 18(2), 73–88.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261–275). Mahwah, NJ: Erlbaum.
Veerman, A. L., Andriessen, J. E. B., & Kanselaar, G. (1999). Collaborative learning through computer-mediated argumentation. In C. Hoadly & J. Roschelle (Eds.), Proceedings of the third conference on computer supported collaborative learning (pp. 640–650). Stanford, CA: Stanford University.
Veerman, A.L., & Treasure-Jones, T. (1999). Soft ware for problem solving through collaborative argumentation. In J. Andriessen & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 203–231). Amsterdam: Amsterdam University Press.
Woodruff, E. & Brett, C. (1999) Collaborative knowledge building: Preservice teachers and elementary students talking to learn. Language in Education, 13(4), 280–302.
Rights and permissions
About this article
Cite this article
A Review of Research on Factors that Impact Aspects of Online Discussions Quality. TECHTRENDS TECH TRENDS 51, 44–45 (2007). https://doi.org/10.1007/s11528-007-0041-9
Issue Date:
DOI: https://doi.org/10.1007/s11528-007-0041-9