Fostering knowledge construction in university students through asynchronous discussion groups

By Tammy Schellens, Martin Valcke. Comput. Educ., 2006

336 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e2eacdd6dc26a867c7fe4b8ea7231990c76e80d8

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning (2012, result): “These findings are in line with previous studies on online collaborative learning (Schellens & Valcke, 2006).”
Technology in Support of Collaborative Learning (2007, background): “The learning group, however, needs to be small enough to enable students to participate fully and to build group cohesion (Barkley, Cross, & Major, 2005; Schellens & Valcke, 2006).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, methodology): “For example, available research on computer supported collaborative learning (DeWever, Van Keer, Schellens,& Valcke, 2007; Schellens& Valcke, 2005, 2006) could inspire alternative blends to be contrasted with EL and TL.”
Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “This occurred because the vast majority of communication in the asynchronous environment was taskoriented, greater than 88 percent ( Schellens and Valcke, 2006 ).”
Investigating students' perceptions of motivating factors of online class discussions (2017, background): “Schellens and Valcke (2006) found that students in smaller online discussion groups of 8 to 10 displayed higher levels of knowledge construction than students in larger online discussion groups of 15 to 18 students.”
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments (2007, background): “…of specific instructional functions to promote dialogic argumentation and to facilitate active learning beyond what can be achieved in traditional learning environments (Fabos & Young, 1999; Fischer, 2001; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006).”