A study in micro discourse community learning: The subject-driven micro discourse community session model

Abstract

This thesis examines the development and testing of a new collaborative learning
model that uses new media informed practices to teach modem students who are familiar
with today's digital learning environments. Often, modem students have difficulty
learning from traditional classroom practices. The Subject-Driven Micro Discourse
Community Session model is an answer to this problem for collaborative learning. The
Micro Community Model, for short, engages participants in small, collaborative groups
as experts that have valuable knowledge to contribute. By using organized role switching
and knowledge recording techniques, the model draws on current new media attributes to
appeal to student competencies and teach subject content, be it reading or writing based.
Two trials conducted to test student receptivity and experience with the model illustrate
that students see it as contributing to their base knowledge on a topic and allowing them
to see it from multiple perspectives. Also, student responses to defined group roles and
the alternation of roles show students believe the activity is a valuable form of knowledge
creation and sharing. The knowledge management and recording practices, while meet
with initial hesitancy, are illuminated as enabling greater subject conversation and allow
for a more critical evaluation of stored knowledge. The model is then shown to adapt to
multiple learning scenes and situations that occur in higher learning. However, even
though students perceive the new activity as a beneficial learning tool, in order to fully
realize and quantify its value, the new collaborative learning student-centered model
awaits further research planned for the next phase of testing.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Donna J. Binns (Supervisor)