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Scaffolding and assessing learners critical thinking in online discussion Dr Yiong Hwee, TEO Dr Yiong Hwee, TEO National Institute of Education National Institute of Education Nanyang Technological University, Singapore Nanyang

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Scaffolding and assessing learners’ critical thinking in online discussion

Dr Yiong Hwee, TEO

National Institute of Education Nanyang Technological University, Singapore yionghwee.teo@nie.edu.sg HERDSA 2015 Conference Melbourne Jul 6-9, 2015

Dr Yiong Hwee, TEO

National Institute of Education Nanyang Technological University, Singapore yionghwee.teo@nie.edu.sg HERDSA 2015 Conference Melbourne Jul 6-9, 2015

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Introduction Methodology Results Conclusion

Outline

  • 1. Introduction (Lit Review)
  • 2. Methodology
  • 3. Results
  • 4. Conclusion

Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 2

  • 1. Introduction (Lit Review)
  • 2. Methodology
  • 3. Results
  • 4. Conclusion
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Introduction Methodology Results Conclusion

Scaffolding Online Discussion

  • Discussion can prompt reasoning when guided by

experienced teachers or well-trained peers

  • Socratic Questioning Method (Socrates; Richard Paul, 1995)

All reasoning has a purpose, is based on assumptions, done from some point of view, and based on information & evidence; All reasoning leads somewhere, has implications and consequences

  • Discussion can prompt reasoning when guided by

experienced teachers or well-trained peers

  • Socratic Questioning Method (Socrates; Richard Paul, 1995)

All reasoning has a purpose, is based on assumptions, done from some point of view, and based on information & evidence; All reasoning leads somewhere, has implications and consequences

Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 3

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Introduction Methodology Results Conclusion

Scaffolding Online Discussion for Critical Thinking

Why Asynchronous Online Discussion

  • Discussion can occur at any place and any time
  • Recorded opinions enable easy retrieval later
  • More reflection time enabling in-depth

contributions

  • Quality of interaction in improved
  • Social barriers due to shyness, language

problems or gender are reduced Why Asynchronous Online Discussion

  • Discussion can occur at any place and any time
  • Recorded opinions enable easy retrieval later
  • More reflection time enabling in-depth

contributions

  • Quality of interaction in improved
  • Social barriers due to shyness, language

problems or gender are reduced

Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 4

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Introduction Methodology Results Conclusion

Socratic Thinking Sentence Openers

  • A. Probe

Reasons

  • B. Probe

Viewpoints

  • C. Probe

Assumptions

  • D. Probe

Implications & Consequences

  • E. Probe

Clarification

  • F. Take a

Stand

My Opinion is An unusual idea is The indicators/ facts supporting my opinion are An improvement to the suggestion To summarise I am looking from the point of view of This idea is from This viewpoint is A different viewpoint is The assumptions are The assumptions

  • n the availability
  • f resources are

The assumptions

  • n possible

constraints are You are assuming A different assumption could be The justification

  • f this assumption

is This suggestion might have consequences of If this is the case, then Do you imply that This would lead to Priority should be given to My question is Please clarify: Please elaborate Do you mean Please elaborate Is there Can this Should I agree that I do not agree that

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My Opinion is An unusual idea is The indicators/ facts supporting my opinion are An improvement to the suggestion To summarise I am looking from the point of view of This idea is from This viewpoint is A different viewpoint is The assumptions are The assumptions

  • n the availability
  • f resources are

The assumptions

  • n possible

constraints are You are assuming A different assumption could be The justification

  • f this assumption

is This suggestion might have consequences of If this is the case, then Do you imply that This would lead to Priority should be given to My question is Please clarify: Please elaborate Do you mean Please elaborate Is there Can this Should

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Introduction Methodology Results Conclusion

Using Knowledge Community to Scaffold Thinking

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Introduction Methodology Results Conclusion

Context of Study

  • National Institute of Education (NIE), Singapore

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Introduction Methodology Results Conclusion

Context of Study

  • National Institute of Education (NIE), Singapore

– 42 students in DipEd course on Educational Video Production (12 weeks) – Produce a group video project – Critique 2 videos via AOD (Professionally-produced & a past student video) for 4 weeks

  • Use examples of professional work to establish standards
  • Use examples of students work to define high and low quality work

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  • National Institute of Education (NIE), Singapore

– 42 students in DipEd course on Educational Video Production (12 weeks) – Produce a group video project – Critique 2 videos via AOD (Professionally-produced & a past student video) for 4 weeks

  • Use examples of professional work to establish standards
  • Use examples of students work to define high and low quality work
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Introduction Methodology Results Conclusion

Methodology

  • Case study methodology
  • Discussion content spliced into message ideas & coded for on-

task or off-task & whether ‘in-depth’ or ‘surface’

  • Semi-structured interviews with 7 participants , audio-taped and

transcribed

  • Survey – qualitative and quantitative (Likert) items
  • Content analysis applied to transcripts and AOD

Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 9

  • Case study methodology
  • Discussion content spliced into message ideas & coded for on-

task or off-task & whether ‘in-depth’ or ‘surface’

  • Semi-structured interviews with 7 participants , audio-taped and

transcribed

  • Survey – qualitative and quantitative (Likert) items
  • Content analysis applied to transcripts and AOD
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Introduction Methodology Results Conclusion

Research Question

  • Aim: Explore how students can be

scaffolded to engage in reflective discussion without the intervention of facilitator

  • Question: What types of Socratic Thinking

skills and levels of information processing are exhibited by pre-service teachers in a scaffolded online group discussion?

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  • Aim: Explore how students can be

scaffolded to engage in reflective discussion without the intervention of facilitator

  • Question: What types of Socratic Thinking

skills and levels of information processing are exhibited by pre-service teachers in a scaffolded online group discussion?

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Introduction Methodology Results Conclusion

Scaffolding the Collaborative Critique Process

  • Scaffold Thinking via Socratic Thinking

prompts

  • Scaffold Critique Process via 4-step critique

threads 4 – step critique process

  • 1. Identify project purpose, audience & expertise
  • 2. Evaluate strengths and suggest improvements
  • 3. Evaluate weaknesses and suggest improvements
  • 4. How to transfer to own project

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  • Scaffold Thinking via Socratic Thinking

prompts

  • Scaffold Critique Process via 4-step critique

threads 4 – step critique process

  • 1. Identify project purpose, audience & expertise
  • 2. Evaluate strengths and suggest improvements
  • 3. Evaluate weaknesses and suggest improvements
  • 4. How to transfer to own project
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Introduction Methodology Results Conclusion

Results

  • 874 posts generated 1181 message ideas
  • Only very small off-task message ideas (0.5%)
  • On-task ones coded for ‘in-depth’ or ‘surface’
  • 93% message ideas used sentence openers
  • 91.2% that used sentence openers were in-depth
  • All on-task message ideas sorted into 6 categories of

thinking

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  • 874 posts generated 1181 message ideas
  • Only very small off-task message ideas (0.5%)
  • On-task ones coded for ‘in-depth’ or ‘surface’
  • 93% message ideas used sentence openers
  • 91.2% that used sentence openers were in-depth
  • All on-task message ideas sorted into 6 categories of

thinking

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Introduction Methodology Results Conclusion

Results

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Introduction Methodology Results Conclusion

Results

  • Interviewed 7 students on why some categories were

used more or less

  • Some reluctant to spend more time and effort in thinking

– “I find there are too many sentence openers and I have to really think which one to use”

  • Sentence openers helped students to think and focus
  • “..the sentence openers helped me to be very specific about what

I was going to say”

  • 82.8% of arguments that did not use sentence openers

were in-depth

– Perhaps the sentence openers have paved the way to help students compose in-depth comments even when not using the sentence openers

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  • Interviewed 7 students on why some categories were

used more or less

  • Some reluctant to spend more time and effort in thinking

– “I find there are too many sentence openers and I have to really think which one to use”

  • Sentence openers helped students to think and focus
  • “..the sentence openers helped me to be very specific about what

I was going to say”

  • 82.8% of arguments that did not use sentence openers

were in-depth

– Perhaps the sentence openers have paved the way to help students compose in-depth comments even when not using the sentence openers

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Introduction Methodology Results Conclusion

Results: Sentence Openers Scaffold

Q: The use of scaffolding prompts before posting a note helps me focus my thoughts

10 20 30 40 50 60 70 80 S Agree Agree Not Sure Disagree S Disagree

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10 20 30 40 50 60 70 80 S Agree Agree Not Sure Disagree S Disagree

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Introduction Methodology Results Conclusion

Q: The use of asynchronous online discussion has more advantages over face-to-face discussion.

10 20 30 40 50 60 S Agree Agree Not Sure Disagree S Disagree

Results: Asynchronous Online Discussion

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10 20 30 40 50 60 S Agree Agree Not Sure Disagree S Disagree

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Introduction Methodology Results Conclusion

Question: What benefits do pre-service teachers report that asynchronous online discussion has on their learning?

  • Free response in survey questionnaire & Content Analysis
  • Reading peers’ comments broadens point of view and
  • btaining a different perspective
  • Confirmed advantages of asynchronous discussion:

– tend to contribute more as not afraid of ‘reprisals’ face- to-face – Permanent record encourages reflective thinking – Overcome limitations of distance and time

Results: Critiquing Video Cases : Qualitative Results

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Question: What benefits do pre-service teachers report that asynchronous online discussion has on their learning?

  • Free response in survey questionnaire & Content Analysis
  • Reading peers’ comments broadens point of view and
  • btaining a different perspective
  • Confirmed advantages of asynchronous discussion:

– tend to contribute more as not afraid of ‘reprisals’ face- to-face – Permanent record encourages reflective thinking – Overcome limitations of distance and time

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Introduction Methodology Results Conclusion

Q: After reading my peers’ comments, some of my beliefs and ideas changed.

10 20 30 40 50 60 70 80 90 S Agree Agree Not Sure Disagree S Disagree

Results: Asynchronous Online Discussion

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10 20 30 40 50 60 70 80 90 S Agree Agree Not Sure Disagree S Disagree

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Introduction Methodology Results Conclusion

Results: Critiquing Video Cases

Q1: My knowledge of what makes a good educational video was

10 20 30 40 50 60 70 80 90 V Good Good Average Poor V Poor Before Video Cases After Video Cases

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10 20 30 40 50 60 70 80 90 V Good Good Average Poor V Poor Before Video Cases After Video Cases

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Introduction Methodology Results Conclusion

Question: How does critiquing professional productions and past student video projects help pre-service teachers’ learning?

  • Free response in survey questionnaire & Content Analysis
  • “…have a better idea of how the standards differ and allow me

to gauge where my project stands”

  • “…see clearly what are the certain do’s and don’t’s when

producing a video”

  • “…give direction and pre-empt mistakes in my own production”
  • “learn from more people’s comments rather than just within my

group members”

  • “Engaging in video critique by looking at people’s comments

and critiquing is a fun activity”

Critiquing Video Cases : Qualitative Results

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Question: How does critiquing professional productions and past student video projects help pre-service teachers’ learning?

  • Free response in survey questionnaire & Content Analysis
  • “…have a better idea of how the standards differ and allow me

to gauge where my project stands”

  • “…see clearly what are the certain do’s and don’t’s when

producing a video”

  • “…give direction and pre-empt mistakes in my own production”
  • “learn from more people’s comments rather than just within my

group members”

  • “Engaging in video critique by looking at people’s comments

and critiquing is a fun activity”

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Introduction Methodology Results Conclusion

Conclusion

Confirmed literature reports (Guzdial & Turns, 2000), (Scardamalia &

Bereiter, 1991)

Sentence Openers:

  • Help to start a message by offering possibilities
  • Help reflection by making one pause and think
  • Show intent of message

My study also found that sentence openers:

  • Help to focus students’ thoughts
  • Help students consider multiple perspectives when making

arguments

  • Promote good (in-depth) arguments rather than surface arguments
  • Help to communicate more clearly

Y H Teo Assessing critical thinking through scaffolded asynchronous online discussion 21

Confirmed literature reports (Guzdial & Turns, 2000), (Scardamalia &

Bereiter, 1991)

Sentence Openers:

  • Help to start a message by offering possibilities
  • Help reflection by making one pause and think
  • Show intent of message

My study also found that sentence openers:

  • Help to focus students’ thoughts
  • Help students consider multiple perspectives when making

arguments

  • Promote good (in-depth) arguments rather than surface arguments
  • Help to communicate more clearly
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Introduction Methodology Results Conclusion

Conclusion

  • Use of online technology (sentence openers) to

evidence and assess learners’ critical thinking

  • Educators can help students to improve their

thinking in certain areas where they are weak and further study can help us design better thinking scaffolds in online discussion forums

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  • Use of online technology (sentence openers) to

evidence and assess learners’ critical thinking

  • Educators can help students to improve their

thinking in certain areas where they are weak and further study can help us design better thinking scaffolds in online discussion forums

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Introduction Methodology Results Conclusion

Future Research

  • Use of sentence openers to support

argumentation via mobile devices and Web 2.0 applications e.g. blogs and wikis

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Introduction Methodology Results Conclusion

THANK YOU! (Dr Yiong Hwee Teo yionghwee.teo@nie.edu.sg)

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THANK YOU! (Dr Yiong Hwee Teo yionghwee.teo@nie.edu.sg)