Facilitating critical discourse through “meaningful disagreement” online

References

• Barnes D., Carpenter J., Dickinson C.. Interprofessional education for community mental health: Attitudes to community care and professional stereotypes. Social Work Education. 2000; 19 6: 565–583.
   Google Scholar
• Baym N.K.. Agreements and disagreements in a computer mediated discussion. Research on Language and Social Interaction. 1996; 29:315–345.
   Web of Science ®Google Scholar
• Bluteau P., Jackson A.. 2009. An e learning model of interprofessional education. In: P. Bluteau, A. Jackson. editors. Interprofessional education: Making it happen. Palgrave: Macmillan107–121.
   Google Scholar
• CAIPE. Interprofessional education: A definition. CAIPE Bulletin. 199713: 19.
   Google Scholar
• Chen G., Chiu M.M.. Online discussion processes: Effects of earlier messages' evaluations, knowledge content, social cues and personal information on later messages. Computers & Education. 2008; 50:678–692.
   Web of Science ®Google Scholar
• Clouder D.L.. Technology enhanced learning: Conquering barriers to interprofessional education. The Clinical Teacher. 2008; 5:198–202.
   Google Scholar
• Clouder L.. Caring as a “threshold concept”: Transforming students in higher education into health (care) professionals. Teaching in Higher Education. 2005; 10 4: 505–517.
   Web of Science ®Google Scholar
• Clouder D.L., Goodman S., Bluteau P., Jackson A., Davies B., Merriman L.. An investigation of “agreement” in the context of interprofessional discussion online: A “netiquette” of interprofessional learning?. Journal of Interprofessional Care. 2011; 24 2: 112–118.
   Google Scholar
• Conole G., Dyke M., Oliver M., Searle J.. Mapping pedagogy and tools for effective learning design. Computers & Education. 2004; 43:17–33.
   Web of Science ®Google Scholar
• Edwards D., Potter J.. 1992. Discursive psychology. London: Sage.
   Google Scholar
• Garrison D.R., Anderson T., Archer W.. Critical thinking in a community of inquiry. Internet and Higher Education. 2000; 2 2: 1–24.
   Google Scholar
• Gibson W.. Negotiating textual talk: Conversation analysis, pedagogy and the organisation of online asynchronous discourse. British Educational Research Journal. 2009; 35 5: 705–721.
   Web of Science ®Google Scholar
• Gilbert P.K., Dabbagh N.. How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology. 2005; 36 1: 5–18.
   Web of Science ®Google Scholar
• Guiller J., Durndell A.. “I totally agree with you”: Gender interactions in educational online discussion groups. Journal of Computer Assisted Learning. 2006; 22:368–381.
   Web of Science ®Google Scholar
• Gunawardena N., Lowe C.A., Anderson T.. 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. 1997; 17 4: 397–431.
   Web of Science ®Google Scholar
• Henneman E.A., Lee J.L., Cohen J.I.. Collaboration: A concept analysis. Journal of Advanced Nursing. 1995; 21:103–109.
   PubMed Web of Science ®Google Scholar
• Hussey T., Smith P.. The trouble with learning outcomes. Active Learning in Higher Education. 2002; 3 3: 220–233.
   Google Scholar
• Jeong A., Lee J.. The effects of active versus reflective learning style on the processes of critical discourse in computer-supported collaborative argumentation. British Journal of Educational Technology. 2008; 39 4: 651–665.
   Web of Science ®Google Scholar
• Kanuka H., Garrison D.. Cognitive presence in online learning. Journal of Computing in Higher Education. 2004; 15 2: 30–48.
   Google Scholar
• Kuo S.. Agreement and disagreement strategies in radio conversations. Research on Language and Social Interaction. 1994; 27:95–12.
   Google Scholar
• Marttunen M., Laurinen L.. Quality of students' argumentation by e-mail. Learning Environments Research. 2002; 5 1: 99–123.
   Google Scholar
• McLoughlin D., Mynard J.. An analysis of higher order thinking skills in online discussions. Innovations in Education and Teaching International. 2009; 46 2: 147–160.
   Web of Science ®Google Scholar
• Nussbaum E.M., Hartley K., Sinatra G.M., Reynolds R.E., Bendixon L.D.. Personality interactions and scaffolding in on-line discussions. Journal of Educational Computing Research. 2004; 30 1–2: 113–137.
   Google Scholar
• Pollard K.C., Miers M.E., Gilchrist M.. Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community. 2004; 12 4: 346–358.
   PubMed Web of Science ®Google Scholar
• Richardson J.C., Ice P.. Investigating students' level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education. 2010; 13 1–2: 52–59.
   Web of Science ®Google Scholar
• Robson C.. 2002. Real world research: A resource for social scientists and practitioner-researchers. Oxford: Blackwell.
   Google Scholar
• Rourke L., Kanuka H.. Barriers to online critical discourse. International Journal of Computer-Supported Collaborative Learning. 2007; 2:105–126.
   Web of Science ®Google Scholar
• Rovai A., Barnum K.. Online course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education. 2003; 18 1: 57–73.
   Google Scholar
• Salmon G.. 2000. E-moderating: The key to teaching and learning online. Abingdon, MA: RoutledgeFalmer.
   Google Scholar
• Salmon G.. 2003. E-tivities: The key to active online learning. Abingdon, MA: RoutledgeFalmer.
   Google Scholar
• Veerman A., Andriessen J., Kanselaar G.. Learning through synchronous electronic discussion. Computers & Education. 2000; 34 3–4: 269–290.
   Web of Science ®Google Scholar
• Vygotsky L.S.. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wenger E.R., McDermott R., Snyder W.M.. 2002. Cultivating communities of practice. Boston, MA: Harvard Business School.
   Google Scholar
• Wetherell M., Tayor S., Yates S.J.. 2001. Discourse as data: A guide for analysis. London: Sage.
   Google Scholar
• White S., Featherstone B.. Communicating misunderstandings: Multi-agency work as social practice. Child and Family Social Work. 2005; 10:207–216.
   Google Scholar