Abstract :
Numerous computer-mediated communication (CMC) tools have been
designed to facilitate group discourses on the Web. However, previous studies
noted that participants did not value online conferencing as a method for
conducting in-depth discussions, and instead considered this method as merely
scratching the surface of the issues involved. Therefore, the teachers must
moderate the online discourse to add value to the success of CMC. This study
presents a methodology that uses knowledge acquisition techniques during
online discourses to increase student conceptual understanding and
evaluation skills. The methodology explains the conceptual frameworks of
individuals and the conceptual relationships between student peers. Active
database triggers then are applied to automatically monitor the conceptual
relationships and to moderate online discourses between student peers.
Student reactions demonstrated that discourses mediated by the repertory grid
analysis technique helped group members not only promote common
conceptual understandings but also to approach the level of conceptual
understanding of the teacher
