Knowledge construction in online learning

Abstract

This presentation intends to share some results of a doctorate research that used the Repertory Grid Method and the grounded theory approach to investigate the differences and similarities in active and silent online discussion participants’ meaning making processes. The results revealed personal control and emotions as the two common main constructs that influenced learning preferences, the online social identity construction processes and practical and technical factors, which in turn affected learners’ participation and engagement in online discussions. The presentation will be of interest to online educators to understand the underlying issues influencing online discussion participation.