Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis

By Sarah Schrire. Comput. Educ., 2006

450 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9b26041ccc743d96256b996847cdccbc64cf2dd2

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In Communication

In Developmental and Educational Psychology

In Education

Citations in the corpus

Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “This study affirms structured collaborative activities for deeper and meaningful learning as suggested previously (Garrison & Cleveland-Innes, 2005; Schrire, 2006).”
Validating a Measurement Tool of Presen ce in Online Communities of Inquiry (2008, background): “Recent studies are contributing to our understanding of instructional design strategies to foster higher order thinking (Kanuka, Rourke & Laflamme, 2007; Schrire, 2006).”
Learning in Communities of Inquiry: A Review of the Literature (2009, methodology): “(Garrison, Anderson, & Archer, 2000; Schrire, 2006; Kanuka, Rourke, & Laflamme, 2007; Vaughn & Garrison, 2006; Stein, Wanstreet, Engle, Glazer, Harris, Johnston, Simons, & Trinko, 2006 ).”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, background): “Although prior research states that higher levels of cognitive presence (integration and resolutions stages) are unlikely to occur in online discussions (Garrison et al., 2000; Schrire, 2006; Kanuka, Rourke, & Laflamme 2007; Vaughn & Garrison, 2006; Stein, Wanstreet, Engle, Glazer, Harris, Johnston,”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, methodology): “This study affirms structured collaborative activities for deeper and meaningful learning as suggested previously (Garrison & Cleveland-Innes, 2005; Schrire, 2006).”
Social networking, knowledge sharing, and student learning: The case of university students (2016, background): “Schrire (2006) proposed a model for analysing collaborative knowledge building in asynchronous discussion based on studying online discussion forums in the higher education context.”