Using Discussion Flow Analysis: The Effects of Socratic Questionings on pre-service teachers’ critical thinking skills in Web-based collaborative learning

ID: 40280 Type: Roundtable
  1. MiYoung Lee, Walden University, United States
  2. Minjeong Kim and Hyewon Kim, Dankook University, Korea (South)

Tuesday, October 22 11:15 AM-12:15 PM Location: Las Vegas Ballroom 3 View on map

No presider for this session.

Abstract: The present study examines the impact of Socratic questioning on pre-service teachers’ critical thinking skills in Web-based collaborative learning. Their critical thinking skills were analyzed in students’ discussion flows in terms of the following three consensus building types: (1) quick consensus building, (2) integration-oriented consensus building, and (3) conflict-oriented consensus building. Both qualitative and quantitative analyses of their discussion flows were examined using a discussion flow analysis tool and a multinomial logistic regression. The result showed that groups exposed to the Socratic questionings were more likely to develop consensus through a conflict-oriented process, rather than a quick consensus building with simple agreements. Implications are discussed.

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