Toward a classification of discourse patterns in asynchronous online discussions
The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken...
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| Veröffentlicht in: | International journal of computer-supported collaborative learning 2016-12, Vol.11 (4), p.441-478 |
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| container_title | International journal of computer-supported collaborative learning |
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| creator | Fu, Ella L. F. van Aalst, Jan Chan, Carol K. K. |
| description | The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken from Knowledge Forum® databases in the Knowledge Building Teacher Network in Hong Kong, and included three discussion views created for different classes: Grade 5 Science, Grade 10 Visual Arts, and Grade 10 Liberal Studies. We used a combination of qualitative coding and narrative analysis as well as teachers’ understanding of online discourse to analyze student discussions. Nine discourse patterns were identified. These patterns revealed a variety of ways in which students go about their collaborative interactions online and demonstrated how and why students succeed or fail in sustaining collaborative interactions. This study extended the three modes of online discourse and developed different discourse patterns, which are efforts to provide instructional guidance. The implications of supporting productive discourse and the enactment of CSCL innovations in classrooms are discussed. |
| doi_str_mv | 10.1007/s11412-016-9245-3 |
| format | Article |
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These patterns revealed a variety of ways in which students go about their collaborative interactions online and demonstrated how and why students succeed or fail in sustaining collaborative interactions. This study extended the three modes of online discourse and developed different discourse patterns, which are efforts to provide instructional guidance. 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F.</creatorcontrib><creatorcontrib>van Aalst, Jan</creatorcontrib><creatorcontrib>Chan, Carol K. K.</creatorcontrib><title>Toward a classification of discourse patterns in asynchronous online discussions</title><title>International journal of computer-supported collaborative learning</title><addtitle>Intern. J. Comput.-Support. Collab. Learn</addtitle><description>The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken from Knowledge Forum® databases in the Knowledge Building Teacher Network in Hong Kong, and included three discussion views created for different classes: Grade 5 Science, Grade 10 Visual Arts, and Grade 10 Liberal Studies. 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| identifier | ISSN: 1556-1607 |
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| source | Education Source; SpringerLink Journals |
| subjects | Asynchronous Communication Buildings CAI Chat rooms Classification Coding Cognitive Psychology Collaborative learning Collaborative virtual environments Computer assisted instruction Computer Mediated Communication Computers and Education Cooperative Learning Discourse Analysis Education Educational Change Educational Technology Elementary Secondary Education Foreign Countries Grade 10 Grade 5 Group Discussion Information Dissemination Knowledge Learning and Instruction Learning Processes Learning Theories Liberal Arts Qualitative Research Quality Science Education Sharing Behavior Students Sustaining Teachers User Interfaces and Human Computer Interaction Visual Arts |
| title | Toward a classification of discourse patterns in asynchronous online discussions |
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