Further classification and methodological considerations of evaluations for online discussion in instructional settings


With the rapid advancements of technology, online communication in both K-12 and post-secondary instruction has been widely implemented. Instructors as well as researchers have used various frameworks to evaluate different aspects of online discussions’ quality. The online discussions take place synchronously or asynchronously in chat rooms, boards, and blogs, often using mobile applications and usually aimed at understanding course content and concepts. The current review follows up on Spatariu, Hartley, and Bendixen’s (2004) classification that placed these frameworks in four categories based on what they were aimed at measuring (disagreement, argumentation, interaction, and content). The current review serves two main purposes. First, newer frameworks are categorized and described while addressing methodological considerations. Second, conclusions and recommendations for future research and instructional applications of online discussion evaluation are made.

Publication Title

Turkish Online Journal of Educational Technology

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