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Deep Learning: The Knowledge, Methods, and Cognition Process in Instructor-Led Online Discussion
Book chapter

Deep Learning: The Knowledge, Methods, and Cognition Process in Instructor-Led Online Discussion

Byron C Havard
The Perfect Online Course: Best Practices for Designing and Teaching, pp.487-502
Emerald Publishing Limited
2009
DOI: https://doi.org/10.1108/978-1-60752-205-820251032

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Abstract

Many online courses are discussion oriented. The popular use of course management systems in online courses has resulted in research on its effects on learning processes and outcomes. Major variables investigated include participation, interaction, critical thinking, knowledge construction, and social, cognitive, and metacognitive elements (Rourke, Anderson, Garrison, & Archer, 2001). Deep learning leads to understanding and long-term retention of information through the critical analysis of new ideas and may be defined as “learning that promotes the development of conditionalized knowledge and metacognition through communities of inquiry” (Weigel, 2001, p. 5). It is the holistic acquisition of higher order skills such as analyzing, interpreting, and evaluating (Entwistle & Ramsden, 1983). New learning is combined with existing knowledge for problem solving in unfamiliar contexts. Asynchronous online discussion is believed to support critical thinking and deep learning, as it provides a learner-centered environment and allows time for learners to reflect and respond to issues being discussed. As a result, students construct an understanding of new information through interactions with peers and the instructor. However, it does not mean that the discussion will necessarily engender deep learning. It is important for the instructor to facilitate the online discussion and promote deep learning: knowledge, methods, and cognition, which are essential for learners in a constructive, inquiry-focused online learning environment. This article examined the effects of the instructor role on the promotion of deep learning in asynchronous and synchronous online discussion. It has theoretical and practical implications for online instructors in the design and facilitation of dynamic online discussion.

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