Online discourse environment
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Online discourse environments are online spaces where people interact with one another by some means of discourse. This can include asynchronous discussion boards, synchronous chat, multi-user online games, or any other computer-mediated communication tool. These environments are primarily text-based, but may contain multi-media elements such as images, animation, or emoticons. Research on online discourse often takes a social-cultural or linguistic view, where learning occurs through participation in computer-mediated communication (CMC) (see references below).
Examples include IRC, MSN Messenger, ICQ.
[edit] References
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Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity: A review of the research. Quarterly Review of Distance Education, 3(2), 161-180.
Christopher, M.M., Thomas, J.A., and Tallent-Runnels, M.K. (2004). Raising the Bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
Cooper, M.M., & Selfe, C.L. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. College English, 52(8), 847-869.
Forman, E.A. (2000). Knowledge building in discourse communities. Human Development, 43(6), 364-368.
Gabriel, M.A. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1), 54-72.
Gilbert, K.G., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.
Gunawardena, C.H., Nolla, A.C., Wilson, P.L., Lopez-Isias, Jr. et al. (2001). A cross-cultural study of group process and development in online conferences. Distance Education, 22(1), 85-122.
Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.
Hewitt, J. (2001). Beyond threaded discourse. International Journal of Educational Telecommunications, 7(3), 207-221.
Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31-45.
Javela, S., Bonk, C.J., & Sirpalethti, S.L. (1999). A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21(3), 363-388.
Kirk, J.J., & Orr, R.L. (2003). A primer on the effective use of threaded discussion forums. ERIC document.
Lapadat, J.C. (2003). Teachers in an online seminar talking about talk: Classroom discourse and school change. Language and Education, 17(1), 21-41.
Leinonen, P., Jarvela, S., & Lipponen, L. (2003). Individual students’ interpretations of their contribution to the computer-mediated discussions. Journal of Interactive Learning Research, 14(1), 99-122.
MackNnight, C.B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 4, 38-41.
Poole, D.M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-176.
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Wade, S.E., & Fauske, J.R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39(2), 134-160.
Wu, D., & Hiltz, S.R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.
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