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This study revealed how restraints in structured online debates were related to higher levels of learning.
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The Effects of Structured Online Debates on Learning
The Florida State University
Li Jin- Instructional Systems
Dr. Allan Jeong- Instructional Systems
Structured Online Debate
Structure online debate is one type of online discussion: One group supports and another group opposes a given position.
Types of messages students can contribute to structured online debates are limited. In our study, four types of messages are specified
based on Toulmin’s (1958) argumentation model: Argument Challenge (critique) Explanation Evidence
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Why Structured Online Debate
Structured online debates can enhance cognitive learning by: Engaging students in specific exchanges –
eliminate off-topic discussions Triggering specified cognitive processes – these
processes otherwise would rarely occur Directing activities toward higher level cognitive
learning – analysis, synthesis, and evaluation (Bloom, 1956)
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Studies about Structured Online Debate
Weingerger, et al. (2001, 2004): Greater gains in students’ knowledge of transfer Increased divergence of knowledge and viewpoint
Stegmann, et al. (2007): Increased quality of messages generated by students by
including supporting information, assessments of validity of claims
Schellens, et al. (2007): Higher level of knowledge construction Efforts of testing and constructing new structures
The conclusion is: Structured online debate can enhance learning.
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Research QuestionsQ1: To what extent is each level of cognitive
learning achieved within each of the four types of postings observed in the online debates?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Research QuestionsQ1: To what extent is each level of cognitive
learning achieved within each of the four types of postings observed in the online debates?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Research QuestionsQ1: To what extent is each level of cognitive
learning achieved within each of the four types of postings observed in the online debates?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Research QuestionsQ1: To what extent is each level of cognitive
learning achieved within each of the four types of postings observed in the online debates?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Research QuestionsQ2: Which types of messages are more likely to
demonstrate a particular level of cognitive learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Which is the greatest?
Research QuestionsQ2: Which types of messages are more likely to
demonstrate a particular level of cognitive learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Which is the greatest?
Research QuestionsQ2: Which types of messages are more likely to
demonstrate a particular level of cognitive learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Which is the greatest?
Research QuestionsQ2: Which types of messages are more likely to
demonstrate a particular level of cognitive learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Argument
Challenge
Evidence
Explanation
Learning
Learning
Learning
Learning
Knowledge (?%)Comprehension
(?%)Application (?%)
Analysis (?%)Synthesis (?%)Evaluation (?%)
Which is the greatest?
Research QuestionsQ3: What types of exchanges are most likely to
exhibit and trigger subsequent responses that demonstrate a particular level of learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Examples of exchanges: Argument ChallengeArgument EvidenceChallenge Explanation……
Higher Level of Learning
AnalysisSynthesis
Evaluation
For each pair on the right list, which on the left list has the strongest association with it?
Data 298 messages from 4 structured online
debates Participants are graduate students enrolled
in an online course in fall 2007.
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Debate No. of Participant No. of Posting
1 15 72
2 15 78
3 15 79
4 12 69
Total No. of Posting Analyzed 298
Results Q1-argument: To what extent each level of
cognitive learning has been achieved in argument messages?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Debate
Know Comp App Ana Syn Eva
1 0 11 1 1 2 0
2 0 9 3 9 0 0
3 0 1 1 9 15 0
4 0 7 6 10 3 0
Total 0 31.8% 12.5%
33.0% 22.7% 0
Results Q1-challenge: To what extent each level of
cognitive learning has been achieved in challenge messages?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Debate
Know Comp App Ana Syn Eva
1 0 8 6 11 4 1
2 0 5 6 8 1 0
3 0 2 0 26 8 2
4 0 2 6 12 1 5
Total 0 14.9% 15.8%
50.0% 12.3% 7.0%
Results Q1-evidence: To what extent each level of
cognitive learning has been achieved in evidence messages?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Debate
Know Comp App Ana Syn Eva
1 0 8 6 3 0 0
2 0 11 9 2 0 0
3 0 2 2 2 2 0
4 0 3 3 2 0 0
Total 0 43.6% 36.4%
16.4% 3.6% 0
Results Q1-explanation: To what extent each level of
cognitive learning has been achieved in explanation messages?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Debate
Know Comp App Ana Syn Eva
1 0 4 4 1 0 1
2 0 4 4 7 0 0
3 0 2 1 3 1 0
4 0 3 0 5 0 1
Total 0 31.7% 22.0%
39.0% 2.4% 4.9%
Results Q2: What type(s) of message is more likely to
demonstrate a particular level of cognitive learning?
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Restraint
Know
Comp App Ana Syn Eva
Argument
0 9.4%* 3.7% 9.7%* 6.9% 0
Challenge
0 5.7% 6.0% 19.1%*
4.7% 2.7%
Evidence 0 8.0%* 6.7% 3.0% 0.7% 0
Explanation
0 4.4% 3.0% 5.4%* 0.3% 0.7%*significant at .05, compared to 0, does not assume equal variances.
Results Q3: Which message-response pairs exhibited
higher levels of learning? (Top three exchange pairs observed for each higher levels of learning, percentage is over total number of messages of corresponding learning level)
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Exchange Analysis Synthesis Evaluation
Argument-challenge 24.3% 29.7% 50%
Challenge-challenge 15.3% 5.4% 30%
Argument-argument 10.8%
Argument-explanation 11.7%
Explanation-explanation 10%
Challenge-explanation 10%
Results Q3: Which message-response pairs exhibited
higher levels of learning? (Top three exchange pairs observed for each higher levels of learning, percentage is over total number of messages of corresponding exchange pairs)
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
Exchange Analysis Synthesis Evaluation
Evidence-challenge 68.8%
Challenge-challenge 60.7% 10.7%
Challenge-argument 33.3%
Argument-argument 50% 28.6%
Argument-challenge 19.3% 8.8%
Explanation-explanation 100%
Conclusions
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
1. Lowest level of learning (knowledge) was not observed in structured online debates, which indicates that structured online debates effectively directs learners’ activities to other higher level learning activities.
2. A total of 53.2% of all the postings demonstrate higher level learning (analysis, synthesis, and evaluation). Compared to studies of regular types of online discussion, this indicates structured online debates can effectively enhance higher level learning.
Conclusions
Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University
3. Challenge messages are most likely to exhibit higher level learning, including analysis, synthesis, and evaluation, compared to other types of messages.
4. Exchanges that end with challenges are more likely to trigger higher levels of learning.
Use of structured online debate can enhance learning.Encouraging students to challenge other’s ideas or opinions can effectively trigger higher level learning.
Questions? Comments?
Presenter Contact: [email protected]
The Florida State University
Li Jin- Instructional Systems
Dr. Allan Jeong- Instructional Systems