Bram De Wever|Hilde Van Keer|Tammy Schellens|Martin Valcke
Structuring asynchronous discussion groups: the impact of role assignment and self?assessment on students' levels of knowledge construction through social negotiation
Ghent University|Research Foundation - Flanders|Ghent University|Ghent University|Ghent University
abstract article examines impact introduction roles added value selfassessment students level knowledge construction online asynchronous discussions firstyear university course instructional sciences students postings 20 discussion groups used research data study messages submitted 12week discussion period comprising four discussion themes 3 weeks analysed repeatedmeasures multilevel modeling adopted analyse data content analysis results point significant positive impact assigning roles students however positive impact depends moment introduction roles higher levels social knowledge construction found discussion groups roles introduced right start discussions faded towards end results indicate selfassessment significant added value