Abstract Asynchronous online discussions (AODs) can fail to benefit student learning in online classes if they are not designed to promote higher-order thinking. AODs can be designed as collaborative learning events that prompt students to go beyond the reproduction of basic content. The purpose of this study was to describe student participation, interaction, and levels of learning in AODs following pre-work activities. The pre-work in this study was conceptualized as socio-cognitive scaffolding. It engaged students in common activities where everyone experienced the same content preparation prior to the AOD. During the AOD students were prompted to share, discuss, and validate their understanding of the content. The study was conducted with 49 students in a graduate-level project management course. Results revealed that students were engaged in discussions of content-related material and showed evidence of deep learning during the AODs. Specifically, students analyzed, evaluated, and synthesized information during the collaboration. Results suggested that pre-work activities can be a promising strategy in the design of AODs.

中文翻译：

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协同异步在线讨论中工作前活动的知情使用：思想交流、内容聚焦和深度学习的探索

摘要 如果异步在线讨论 (AOD) 的设计目的不是促进高阶思维，则它们可能无法使在线课程中的学生学习受益。AOD 可以设计为协作学习活动，促使学生超越基本内容的复制。本研究的目的是描述学生在工作前活动后在 AOD 中的参与、互动和学习水平。本研究的前期工作被概念化为社会认知支架。它让学生参与到共同的活动中，每个人在 AOD 之前都经历了相同的内容准备。在 AOD 期间，学生被提示分享、讨论和验证他们对内容的理解。该研究是在研究生级别的项目管理课程中对 49 名学生进行的。结果显示，学生参与了与内容相关的材料的讨论，并在 AOD 期间展示了深度学习的证据。具体来说，学生在合作过程中分析、评估和综合信息。结果表明，工作前活动可以成为 AOD 设计中一个有前途的策略。