Identifying patterns of collaborative knowledge exploration in online asynchronous discussions |
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| Authors: | Silvia Wen-Yu Lee and Chin-Chung Tsai |
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| Institution: | (1) Graduate Institute of Science Education, National Changhua University of Education, #1, Jin De Rd., Changhua, 500, Taiwan;(2) Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei, 106, Taiwan |
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| Abstract: | 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. |
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