The purpose of this study was to examine the effect of Andrews' (1980) three structured divergent prompt designs (Playground prompt, Brainstorm prompt, and Focal prompt) on knowledge construction. Sixty-five online graduate participants at a university in a South Atlantic state were a part of the study. Students' posts were analyzed using the interaction analysis model (AIM), which categorizes written responses into five different levels of knowledge construction. In addition, concept maps were analyzed to measure learning achievement. Descriptive statistics were used to assess both discussion posts and concept maps. Independent-samples Mann-Whitney U test, independent-samples Kruskal-Wallis test, and post-hoc analyses were used to determine the level of knowledge construction in discussion posts. Pearson r analysis, Fisher z conversions, and independent samples t tests were used to analyze concept maps. Discussion posts revealed that Focal prompts significantly affect knowledge construction. Concept maps show that all structured divergent prompts significantly affect knowledge construction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]