This Institutional Review Board (IRB) approved study identified higher-order thinking skills in COMP and TCOM students’ synchronous online discussion, where higher-order thinking skills were measured in students’ writing throughout a dynamic process as well as from a final product. Using the revision of Bloom’s Taxonomy of Educational Objectives in English Composition (COMP) and Introduction to Technical Communication (TCOM) writing classrooms, synchronous online discussions were coded. Information was gathered from classes at a university in Northwestern United States. A quantitative experimental design was used in order to determine if the two different writing courses produced similar results. The results confirm that there is higher-order thinking in synchronous online discussion and that writing courses can encourage the development of different higher-order thinking skills.
","abstract_html":"<p>This Institutional Review Board (IRB) approved study identified higher-order thinking skills in COMP and TCOM students’ synchronous online discussion, where higher-order thinking skills were measured in students’ writing throughout a dynamic process as well as from a final product. Using the revision of Bloom’s Taxonomy of Educational Objectives in English Composition (COMP) and Introduction to Technical Communication (TCOM) writing classrooms, synchronous online discussions were coded. Information was gathered from classes at a university in Northwestern United States. A quantitative experimental design was used in order to determine if the two different writing courses produced similar results. The results confirm that there is higher-order thinking in synchronous online discussion and that writing courses can encourage the development of different higher-order thinking skills.</p>","abstract_has_math":false,"creators":["Rowley, Kathy L."],"institution":null,"degree_name":"Master of Arts (MA) in English: Rhetoric and Technical Communication","degree_level":"Thesis: EWU Only","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:12:33Z","subjects":["Interpersonal and Small Group Communication","Rhetoric and Composition"],"languages":[],"rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/593","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rowley, Kathy L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis: EWU Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in English: Rhetoric and Technical Communication"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Interpersonal and Small Group Communication","Rhetoric and Composition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access perpetually restricted to EWU users with an active EWU NetID"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/593"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This Institutional Review Board (IRB) approved study identified higher-order thinking skills in COMP and TCOM students’ synchronous online discussion, where higher-order thinking skills were measured in students’ writing throughout a dynamic process as well as from a final product. Using the revision of Bloom’s Taxonomy of Educational Objectives in English Composition (COMP) and Introduction to Technical Communication (TCOM) writing classrooms, synchronous online discussions were coded. Information was gathered from classes at a university in Northwestern United States. A quantitative experimental design was used in order to determine if the two different writing courses produced similar results. The results confirm that there is higher-order thinking in synchronous online discussion and that writing courses can encourage the development of different higher-order thinking skills.
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"],"dc:identifier":["https://dc.ewu.edu/theses/593"],"dc:rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"dc:subject":["Interpersonal and Small Group Communication","Rhetoric and Composition"],"dc:title":["Higher-order thinking in synchronous online discussion"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis: EWU Only"],"thesis:degree_name":["Master of Arts (MA) in English: Rhetoric and Technical Communication"]},"updated_at":"2026-07-24T02:12:33Z"}