Identifying patterns of collaborative knowledge exploration in online asynchronous discussions

研究成果: 雜誌貢獻期刊論文同行評審

18 引文 斯高帕斯(Scopus)

摘要

This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon these dimensions and the analysis of the participating students' online asynchronous discussions, this study suggested ten different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students' interactions for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study.

原文英語
頁(從 - 到)321-347
頁數27
期刊Instructional Science
39
發行號3
DOIs
出版狀態已發佈 - 2011 5月
對外發佈

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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