This study revealed how restraints in structured online debates were related to higher levels of learning.

1. The Effects of Structured Online Debates on Learning The Florida State University Li Jin- Instructional Systems Dr. Allan Jeong- Instructional Systems

2. 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

3. 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

4. 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

5. Research Questions Q1: To what extent is each level of cognitive learning achieved within each of the four types of postings observed in the online debates? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

6. Research Questions Q1: To what extent is each level of cognitive learning achieved within each of the four types of postings observed in the online debates? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

7. Research Questions Q1: To what extent is each level of cognitive learning achieved within each of the four types of postings observed in the online debates? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

8. Research Questions Q1: To what extent is each level of cognitive learning achieved within each of the four types of postings observed in the online debates? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

9. Research Questions Q2: Which types of messages are more likely to demonstrate a particular level of cognitive learning? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Which is the greatest? Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

10. Research Questions Q2: Which types of messages are more likely to demonstrate a particular level of cognitive learning? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Which is the greatest? Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

11. Research Questions Q2: Which types of messages are more likely to demonstrate a particular level of cognitive learning? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Which is the greatest? Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

12. Research Questions Q2: Which types of messages are more likely to demonstrate a particular level of cognitive learning? Learning Knowledge (?%) Comprehension (?%) Application (?%) Analysis (?%) Synthesis (?%) Evaluation (?%) Argument Challenge Evidence Explanation Learning Learning Which is the greatest? Learning Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

13. Research Questions Q3: What types of exchanges are most likely to exhibit and trigger subsequent responses that demonstrate a particular level of learning? Higher Level of Learning Analysis Synthesis Evaluation Examples of exchanges: Argument Challenge Argument Evidence Challenge Explanation …… For each pair on the right list, which on the left list has the strongest association with it? Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

15. 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

16. Results Q1-argument: To what extent each level of cognitive learning has been achieved in argumentmessages? Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

17. Results Q1-challenge: To what extent each level of cognitive learning has been achieved in challengemessages? Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

18. Results Q1-evidence: To what extent each level of cognitive learning has been achieved in evidencemessages? Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

19. Results Q1-explanation: To what extent each level of cognitive learning has been achieved in explanationmessages? Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

20. Results Q2: What type(s) of message is more likely to demonstrate a particular level of cognitive learning? *significant at .05, compared to 0, does not assume equal variances. Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

21. 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

22. 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

23. Conclusions 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. 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. Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

25. Encouraging students to challenge other’s ideas or opinions can effectively trigger higher level learning. Structured Online Debate and Learning--Li Jin, Allan Jeong—The Florida State University

26. Questions? Comments? Presenter Contact: ljin@campus.fsu.edu The Florida State University Li Jin- Instructional Systems Dr. Allan Jeong- Instructional Systems