[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593259-105":59,"doc-detail-593259-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-online-discussion-forums-in-blended-learning-design-to-advance-higher-order-thinking-abstract","Using Online Discussion Forums in Blended Learning Design to Advance Higher Order Thinking - Abstract","","The study addresses a key challenge in Japanese high school English classrooms: test-oriented practice limits opportunities to develop higher order thinking. An action research project investigated a one-month extracurricular blended learning program for English language learners at a public high school in Japan. Sixteen participants took part in online synchronous and asynchronous forum activities in English, supported by in-person Japanese face-to-face sessions. Data from forums, a post-survey, and observations showed partial higher order thinking gains, with weaker learner-learner interaction due to limited social engagement in forums.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-online-discussion-forums-in-blended-learning-design-to-advance-higher-order-thinking-abstract/593259/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-online-discussion-forums-in-blended-learning-design-to-advance-higher-order-thinking-abstract/593259.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study target in Japanese high school classrooms?","Question",{"text":112,"@type":113},"It targets the lack of learning activities that develop higher order thinking, attributed to the predominance of test-oriented practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the blended learning program implemented during the study?",{"text":117,"@type":113},"Participants joined online synchronous and asynchronous activities using asynchronous forums in English, complemented by in-person face-to-face sessions conducted in Japanese.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes were found regarding higher order thinking and forum interaction?",{"text":121,"@type":113},"Participants demonstrated higher order thinking to some extent, but learner-learner interaction was less activated than expected because social interaction within the forums was limited.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593259,1792165014,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Using Online Discussion Forums in Blended Learning Design to Advance  \nHigher Order Thinking  \nHiroshi Miyashita, Norine Wark  \nAbstract: Due to the predominance of test-oriented practice, one major challenge faced in Japanese high school classrooms is the lack of learning activities to develop higher order thinking. The purpose of this action research study was to explore an extracurricular blended learning program created to develop the higher order thinking of English language learners at a public high school in Japan. In this one-month program, 16 participants engaged in online synchronous and asynchronous activities, with English as a medium of instruction and communication, supported by in-person face-to-face sessions conducted in Japanese. Data were collected via asynchronous forums, a post-survey, and my observation notes. Results indicated that participants demonstrated higher order thinking to a certain extent overall in the forums; however, learner-learner interaction was not as highly activated as expected, mainly due to limited social interaction within the forums. These findings suggested that constructivist asynchronous forums can be used to develop the higher order thinking of English language learners in K-12 settings, with appropriate program design, instructor mediation, and content.  \nKeywords: Asynchronous forums, blended learning, content analysis, higher order thinking, mediation  \nHighlights  \nWhat is already known about this topic:  \n• Constructivist asynchronous forums can develop participants’ higher order thinking through the power of writing, mediation, and reflection.  \n• Despite the prevalence of emergency remote teaching since COVID-19 in 2020, research in secondary school online discussion forums, especially in Asian countries, is sparse.  \nWhat this paper contributes:  \n• This article suggests that online discussion forums can be utilized in K-12 settings with appropriate program design, instructor mediation, and content.  \n• This article presents four models for blended learning design that are aimed at helping learners who are not accustomed to online constructivist learning.  \nImplications for theory, practice and/or policy:  \n• To facilitate transition from a traditional lecture-based format, this study offers a model program using a constructivist asynchronous forum to nurture active, creative, and critical citizens.  \n• The effects produced by online discussion forums can be explored in the field of foreign or additional language acquisition.  \nIntroduction  \nThis article provides a synthesis of a dissertation study that employed an action research approach to improve teaching practice (Lantolf & Poehner, 2011; Miyashita, 2022) at a public high school in Japan. More specifically, the purpose of this research study was to explore the development of higher order thinking among EFL students at this school in an asynchronous forum-based extracurricular blended learning (BL) environment.  \nRising consensus in the burgeoning field of online learning is that, with the time to reflect and the power of writing, asynchronous forums are able to offer learners meaningful educational experiences (Conrad & Openo, 2018; Garrison, 2016) . Secondly, the face-to-face (F2F) component of an appropriatelydesigned BL environment facilitates learning for students who are unfamiliar with online constructivist learning.  \nResearch on asynchronous online interaction has been concentrated in North America (Olpak, 2022) . Furthermore, few studies have examined the applicability of constructivist discussion forums to the K- 12 setting (Sanders & Lokey-Vega, 2020) . Therefore, this study sought to yield findings on how to capitalize on the affordances of online and F2F components in a constructivist BL setting to support K- 12 learners’ development of higher order thinking in Japan. With these thoughts in mind, three research questions guided this study:  \n(1) To what extent can higher order thinking be demonstrated ","cbCaiscpgXpGwobu","https://ap.wps.com/l/cbCaiscpgXpGwobu","pdf",460685,17,"English","# What is already known about this topic\n## What this paper contributes\n# Implications for theory, practice and/or policy\n# Introduction\n# Literature","[{\"question\":\"What problem does the study target in Japanese high school classrooms?\",\"answer\":\"It targets the lack of learning activities that develop higher order thinking, attributed to the predominance of test-oriented practice.\"},{\"question\":\"How was the blended learning program implemented during the study?\",\"answer\":\"Participants joined online synchronous and asynchronous activities using asynchronous forums in English, complemented by in-person face-to-face sessions conducted in Japanese.\"},{\"question\":\"What outcomes were found regarding higher order thinking and forum interaction?\",\"answer\":\"Participants demonstrated higher order thinking to some extent, but learner-learner interaction was less activated than expected because social interaction within the forums was limited.\"}]","Using Online Discussion Forums in Blended Learning Design to Advance Higher Order Thinking - Abstract | PDF",1792076923,43]