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Wise, Alyssa Friend; Hausknecht, Simone Nicole; Zhao, Yuting – International Journal of Computer-Supported Collaborative Learning, 2014
Theoretical models of collaborative learning through online discussions presuppose that students generally attend to others' posts. However, a succession of studies over the last decade has shown this assumption to be unwarranted. Instead, research indicates that learners attend to others' posts in diverse and particular ways--an…
Descriptors: Asynchronous Communication, Electronic Learning, Correlation, Cooperative Learning
Fu, Ella L. F.; van Aalst, Jan; Chan, Carol K. K. – International Journal of Computer-Supported Collaborative Learning, 2016
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 ForumĀ® databases in the Knowledge…
Descriptors: Foreign Countries, Classification, Discourse Analysis, Asynchronous Communication
Wise, Alyssa Friend; Chiu, Ming Ming – International Journal of Computer-Supported Collaborative Learning, 2011
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…
Descriptors: Computer Mediated Communication, Discourse Analysis, College Students, Student Role
van Aalst, Jan – International Journal of Computer-Supported Collaborative Learning, 2009
The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous…
Descriptors: Computer Mediated Communication, Secondary School Students, Discourse Analysis, Models
Bures, Eva Mary; Abrami, Philip C.; Schmid, Richard F. – International Journal of Computer-Supported Collaborative Learning, 2010
This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to labelling and to both types of tasks. Participants are from three successive course offerings of a…
Descriptors: Student Attitudes, Use Studies, Scaffolding (Teaching Technique), Distance Education
Yeh, Shiou-Wen; Lo, Jia-Jiunn; Huang, Jeng-Jia – International Journal of Computer-Supported Collaborative Learning, 2011
With the advent of computer technology, researchers and instructors are attempting to devise computer support for effective collaborative technical writing. In this study, a computer-supported environment for collaborative technical writing was developed. This system (Process-Writing Wizard) provides process-oriented scaffolds and a synchronous…
Descriptors: Technical Writing, Writing Strategies, Student Motivation, Writing Processes
Gressick, Julia; Derry, Sharon J. – International Journal of Computer-Supported Collaborative Learning, 2010
We conducted research within a program serving future mathematics and science teachers. Groups of teachers worked primarily online in an asynchronous discussion environment on a 6-week task in which they applied learning-science ideas acquired from an educational psychology course to design interdisciplinary instructional units. We employed an…
Descriptors: Educational Psychology, Mathematics Education, Science Education, Leadership
Schellens, Tammy; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – International Journal of Computer-Supported Collaborative Learning, 2007
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of…
Descriptors: Computer Mediated Communication, Discussion Groups, Knowledge Level, Comparative Analysis
Arvaja, Maarit – International Journal of Computer-Supported Collaborative Learning, 2007
This paper presents a methodology designed to explore the role of context in collaborative knowledge construction activity in asynchronous web-based discussion. The discussions of two student groups participating in a web-based teacher education course were compared. The comparison aimed to highlight the differences and similarities between the…
Descriptors: Education Courses, Cooperative Learning, Evaluation Methods, Internet
Nussbaum, E. Michael; Winsor, Denise L.; Aqui, Yvette M.; Poliquin, Anne M. – International Journal of Computer-Supported Collaborative Learning, 2007
We examine the effect of online Argumentation Vee Diagrams (AVDs) on the quality of students' argumentation during asynchronous, online discussions. With AVDs, students develop arguments on both sides of a controversial issue and then develop an integrated, overall final conclusion. In this study, students used AVDs individually before composing…
Descriptors: Feedback (Response), Control Groups, Persuasive Discourse, Visual Aids
Clouder, Lynn; Dalley, Jayne; Hargreaves, Julian; Parkes, Sally; Sellars, Julie; Toms, Jane – International Journal of Computer-Supported Collaborative Learning, 2006
The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences…
Descriptors: Group Dynamics, Practicums, Case Studies, Social Environment