February 9 2007
E-Coaching Tip 35: Structuring Online Discussions Using Problem Formulation and Resolutions Behaviors
I hope that you all enjoyed last week's tip extending our look at Communities and just what makes communities work. The core characteristic of communities that was developed is the sharing and comparing of perceptions, experiences and beliefs. We also used the image of a crystal as how a threaded discussion might grow and develop and suggested that you or your students think about how you might describe one of your discussions.
This week's tip examines another step in developing a community of learners by looking at the processes of problem formulation and resolution. These processes are rich in their possibilities for structuring online discussions to encourage critical thinking, interactions and problem-solving. These types of discussions also are rich in the potential contributions from the faculty member -- further supporting the key role of the faculty with his or her cognitive presence and voice.
Don't miss the example strategy adapting the three-part post to problem formulation. This is a good time in a course to use this focus on problem formulation.
Fitting Problem Formulation and Resolution into the Evolution of a Learning Community
You may recall that the sharing and comparing of information is step one of the Interaction-Analysis Model proposed by Gunawardena, Lowe and Anderson (1997) also referenced last week. The other steps in that model of interaction include the following:
All of these steps involve identifying and then attempting to resolve areas of dissonance and inconsistency in course content, other resources and learners' and teams' own beliefs. To translate this model into specific behaviors, it is helpful to look at another recent study focusing on problem formulation and solution.
Problem Formulation and Solution Behaviors
When examining discourse as it occurs in online discussions, researchers are identifying more cognitive-specific behaviors. One recent study (2006) by Murphy and Manzanares identified a set of nineteen (19) behaviors that might be used in formulating problems and then resolving problems. These behaviors are divided into eleven behaviors for Problem Formulation and eight (8) behaviors for Problem Resolution.
Problem Formulation Behaviors
The two high level cognitive processes in problem formulation are (1) defining the problem space and (2) building knowledge. These two processes lend themselves well to an online discussion activity, either individual or team. The three part post model -- (1) What I know; (2) Why I know what I know, and (3) What I wish I knew can be readily adapted to a discussion focusing on problem formulation: (1) What I think the problem is; (2) What I know now that supports that formulation and why, and (3) What knowledge do I need to find, search out, etc. to clarify the problem further.
In the analysis of the transcripts of online discussions, Murphy and Manzanares identified 11 behaviors in problem formulation. These behaviors can also be used in providing suggestions and guidelines for students, clarifying expectations, for example. These behaviors are also useful for developing rubrics for assessment if desired.
1. Problem Formulation Behaviors
Problem Solution Behaviors
Murphy and Manzanares associate three high-level cognitive behaviors with problem resolution, the second step in addressing problems: (1) identifying solutions; (2) evaluating solutions; and (3) acting on solutions.
2. Problem Resolution Behaviors
Developing Problem-Solvers and Critical Thinkers
Most reports and studies on the state of higher education stress the need for graduates who are good problem solvers and effective team players. This set of behaviors — embedded into the processes of online discussions— helps students to see the processes and the knowledge needed for both problem formulation and problem solving. Of course, in many cases, the work that is done in formulating and clarifying a problem often takes us halfway to a solution to a particular problem. And this is a valuable lesson on its own. The sustained and thoughtful interaction and the teamwork required to clarify and solve problems results in the shared knowledge discovery and co-creation that are also indicators of a successful learning community.
Last week we promised that we would do more about the instructor role and cognitive presence. We'll work on that this next time! In the meantime be sure to share your questions, successes, and stories!
Gunawardena, C. N., Lowe, C. A. & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4), 397-431. www.alnresearch.org/HTML/assessmentTutorial/ExampleResearch/GunawardenaLoweAnderson.html. Accessed January 30, 2007.
Murphy, E. and Manzanares, M. A. R. (2006). "Profiling individual discussants' behaviours in online asynchronous discussions." Canadian Journal of Learning and Technology Volume 32(2) Spring 2006. http://www.cjlt.ca/content/vol32.2/murphy.html. Accessed February 8, 2007.
Ecoaching Table of Contents