TY - GEN
T1 - Quantified measures of online discourse as knowledge building indicators
AU - Zhang, Jianwei
AU - Sun, Yanqing
PY - 2011
Y1 - 2011
N2 - This secondary data analysis examined a set of social interaction (e.g., social network patterns), content (e.g., questions, ideas), and lexical measures (e.g., academic words, domain terms) applied to a Knowledge Forum discourse database created by 22 fourth-graders as they investigated optics over a four-month period. Knowledge advancement was evaluated based on student portfolio notes focusing on the depth and breadth of their optical understanding. Correlations found between the measures of social interaction, content, and lexical usage in the discourse and the depth and breadth of student understanding help to empirically justify a set of online discourse measures that are sensitive to knowledge productivity. The results suggest a framework to inform the selection, creation, and integrated use of online discourse measures in research as well as design of automated assessment tools embedded in collaborative learning environments.
AB - This secondary data analysis examined a set of social interaction (e.g., social network patterns), content (e.g., questions, ideas), and lexical measures (e.g., academic words, domain terms) applied to a Knowledge Forum discourse database created by 22 fourth-graders as they investigated optics over a four-month period. Knowledge advancement was evaluated based on student portfolio notes focusing on the depth and breadth of their optical understanding. Correlations found between the measures of social interaction, content, and lexical usage in the discourse and the depth and breadth of student understanding help to empirically justify a set of online discourse measures that are sensitive to knowledge productivity. The results suggest a framework to inform the selection, creation, and integrated use of online discourse measures in research as well as design of automated assessment tools embedded in collaborative learning environments.
UR - https://www.scopus.com/pages/publications/84863345233
M3 - Conference contribution
SN - 9780578091525
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
SP - 72
EP - 79
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
Y2 - 4 July 2011 through 8 July 2011
ER -