Share Paper: Constructivist Renderings of ‘What’s Interesting’ and other Student Insights about Online Discussions with Peers

  1. Catherine Brooks, University of Arizona, United States

Abstract: Online communication among students can bring about shared meanings and understandings of course content. Students’ online discussions, however, sometimes resemble ‘empty’ chat that lacks intellectual depth. This study examines a set of pilot data (students’ reports about their online communication) drawn from four hybrid (or blended) classrooms across two large college campuses. Using discourse analysis, this paper offers a sense of how online discussions function and are perceived by students in college classrooms. This study offers insight into students’ online discussions and how they might be leveraged by teachers to bring about particular outcomes.