NDLI: Analyzing temporal patterns of knowledge construction in a role-based online discussion

Content Provider	Springer Nature Link
Author	Wise, Alyssa Friend Chiu, Ming Ming
Copyright Year	2011
Abstract	This paper introduces an approach to analyzing temporal patterns of knowledge construction (KC) in online discussions, including consequences of role assignments. The paper illustrates the power of this approach for illuminating collaborative processes using data from a semester-long series of discussions in which 21 university students were assigned weekly roles. The KC contributions of all 252 posts in the discussion were coded using a five phase scheme (Gunawardena et al. 1997). Then, statistical discourse analysis was applied to identify segments of discussion characterized by particular aspects of KC, and “pivotal posts”—those posts which initiated new segments of discussion. Finally, the influences of assigned student roles on pivotal posts and KC were modeled. The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments: the first dominated by a lower KC phase; the second dominated by a higher KC phase. This provides empirical evidence supporting the progressive nature of the KC process, but not the necessity of the full five-phase sequence. The pivotal posts that initiated later segments were often contributed mid-discussion by students playing one of two summarizing roles (Synthesizer and Wrapper). This suggests that assigning a summarizing role mid-discussion can aid group progress to more advanced phases of KC. Finally, in some discussion segments, the KC phase of a post was related to characteristics of the two preceding posts. Collectively, the results demonstrate the power of this temporal approach for investigating interdependencies in collaborative KC in online discussions.
Starting Page	445
Ending Page	470
Page Count	26
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	6
Issue Number	3
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2011-05-15
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Quantitative analysis of CSCL Temporal analysis Multilevel modeling Content analysis Computer mediated communication Asynchronous discussion groups Scripting Role taking Cognitive Psychology Learning & Instruction User Interfaces and Human Computer Interaction Educational Technology Computers and Education
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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