Abstract
This article examines
some of the ways graduate students engage in interactive writing
in online university courses as a means of discussion. In particular
I present data from course transcripts that suggest that discursive
interaction in an asynchronous, text-based, online course may
be uniquely suited to fostering higher-order thinking and social
construction of meaning. I support this argument by considering
the emergent online community and its participation structures,
qualities of the interactive written discourse, and means by which
the discourse supports making meaning and higher-order thinking.
Findings support research that suggests that well-designed, text-based,
online courses for university students create collaborative learning
environments that enhance thinking.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2004.
Last revised: November 22, 2004.
Designed by G.H. Buck