{"title":"在大流行期间使用三管齐下的VoiceThread讨论策略,提供严谨、差异化和社区意识","authors":"Fatemeh Mardi","doi":"10.1080/1475939X.2022.2138959","DOIUrl":null,"url":null,"abstract":"ABSTRACT Grounded in the Community of Inquiry framework, a three-pronged response to text discussion strategy was implemented in an online graduate level course. The strategy is made up of digital powerups, a guided self-connection section, and expressing what they learned from their peers. A qualitative content analysis of student reflections of using this strategy supports these claims: (1) the digital powerup strategy provided an opportunity for rigour and differentiation; (2) the guided approach of the ‘connect to self’ section balanced and complemented the open-ended nature of the digital powerup section; (3) structured peer takeaways led to a sense of community; and (4) the graduate students preferred the three-pronged discussion strategy to other models they have used before. This article has implications for higher education course designers and instructors to have a tested and educator-approved response-to-text model to use with any reading.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Providing rigour, differentiation, and sense of community using a three-pronged VoiceThread discussion strategy during the pandemic\",\"authors\":\"Fatemeh Mardi\",\"doi\":\"10.1080/1475939X.2022.2138959\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Grounded in the Community of Inquiry framework, a three-pronged response to text discussion strategy was implemented in an online graduate level course. The strategy is made up of digital powerups, a guided self-connection section, and expressing what they learned from their peers. A qualitative content analysis of student reflections of using this strategy supports these claims: (1) the digital powerup strategy provided an opportunity for rigour and differentiation; (2) the guided approach of the ‘connect to self’ section balanced and complemented the open-ended nature of the digital powerup section; (3) structured peer takeaways led to a sense of community; and (4) the graduate students preferred the three-pronged discussion strategy to other models they have used before. This article has implications for higher education course designers and instructors to have a tested and educator-approved response-to-text model to use with any reading.\",\"PeriodicalId\":46992,\"journal\":{\"name\":\"Technology Pedagogy and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2022-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Technology Pedagogy and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1475939X.2022.2138959\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2022.2138959","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Providing rigour, differentiation, and sense of community using a three-pronged VoiceThread discussion strategy during the pandemic
ABSTRACT Grounded in the Community of Inquiry framework, a three-pronged response to text discussion strategy was implemented in an online graduate level course. The strategy is made up of digital powerups, a guided self-connection section, and expressing what they learned from their peers. A qualitative content analysis of student reflections of using this strategy supports these claims: (1) the digital powerup strategy provided an opportunity for rigour and differentiation; (2) the guided approach of the ‘connect to self’ section balanced and complemented the open-ended nature of the digital powerup section; (3) structured peer takeaways led to a sense of community; and (4) the graduate students preferred the three-pronged discussion strategy to other models they have used before. This article has implications for higher education course designers and instructors to have a tested and educator-approved response-to-text model to use with any reading.