Barriers to online critical discourse
Barriers to online critical discourse
复制标题
在线批评性言论的障碍
DOI：
--
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
H. Kanuka
中科院分区：
文献类型：
--
作者：
L. Rourke;H. Kanuka
这个定性案例研究说明了在在线论坛中进行非正式辩论和理性辩论的障碍，即批判性话语。这个例子是一个为期15周、完全远程提供的研究生人文课程的计算机会议。有12名学生参加了这门课程，他们都有家庭和事业。我们阅读了所有发布的信息，并在课程中多次采访了五名学生。学生们提供了三个见解来解释我们关于论坛包含很少批判性话语的解释：(1)学生们没有将会议定位为一个批判性话语的论坛，更糟糕的是，他们有相互竞争的取向；(2)将批评视为人身攻击；(3)他们很早就意识到，为了获得他们的参与分数，批判性话语是一种很麻烦的手段。某些做法可能会缓解这些困难，包括(1)结构良好的学习活动，明确界定教师和学生的角色，以及(2)评估学生参与的方法，该方法反映了参与批判性话语所需的时间和精力。
This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.e., critical discourse, in online forums. The case is the computer conference of a 15-week, graduate-level humanities course offered entirely at a distance. Twelve students, all with families and careers, were enrolled in the course. We read all messages as they were posted and interviewed five of the students several times during the course. The students provided three insights into our interpretation that the forums contained little critical discourse: (1) The students did not orient to the conference as a forum for critical discourse, and worse, they had competing orientations; (2) they perceived critiques as personal attacks; and (3) they realized early on that critical discourse was a bothersome means to obtain their participation marks. Certain practices may ease some of these difficulties, including (1) well-structured learning activities with clearly defined roles for teachers and students, and (2) a method of assessing students’ participation that reflects the time and effort required to engage in critical discourse.