Skip to main content
SpringerLink
Log in
Book cover

Productive Multivocality in the Analysis of Group Interactions pp 375–381Cite as

Online Graduate Education Course Using Knowledge Forum

  • Chapter
  • First Online:

  • 1051 Accesses

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 15))

Abstract

Progressive discourse is a kind of collaborative discourse for inquiry in which participants share, question, and revise their ideas to deepen understanding and build knowledge. Although progressive discourse is central to knowledge building pedagogy, it is not known whether it is possible to detect its emergence in the participation patterns in asynchronous conferencing environments or what kinds of instructional interventions are most effective to support its development. To characterize episodes of discourse in which participants honor the commitments for progressive discourse and to refine designs of peer- and software-based scaffolding, the data used in this section was collected in the context of a study that examined student interactions on the asynchronous online discussion platform, Knowledge Forum®, in an online graduate educational technology course.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Bereiter, C. (1994). Implications of postmodernism for science, or science as progressive discourse. Educational Psychologist, 29(1), 3–12.

    Article  Google Scholar 

  • Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. G. (1997). Postmodernism, knowledge building, and elementary science. Elementary School Journal, 97(4), 329–340.

    Article  Google Scholar 

  • Brett, C. (2002). Investigating online engagement and community among preservice mathematics teachers (Unpublished doctoral thesis). Ontario Institute for Studies in Education of the University of Toronto, Toronto, ON.

    Google Scholar 

  • Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 1–46). New York, NY: Cambridge University Press.

    Google Scholar 

  • Fujita, N. (2009). Group processes supporting the development of progressive discourse in online graduate courses (Unpublished Doctoral Dissertation). University of Toronto, Toronto, ON.

    Google Scholar 

  • Fujita, N., & Brett, C. (2007). Progressive online discourse: Identifying characteristics in graduate in-service teacher education courses. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

    Google Scholar 

  • Fujita, N., & Brett, C. (2008). Rethinking analysis of progressive discourse in online learning: An activity theory perspective. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. Prins (Eds.), Proceedings of the International Conference of the Learning Sciences 2008: Cre8 a learning world. Utrecht, NL: International Society of the Learning Sciences.

    Google Scholar 

  • Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York, NY: Macmillan.

    Google Scholar 

  • Grice, H. P. (1975). Logic and conversation. In J. J. Morgan (Ed.), Syntax and semantics (Vol. 3, pp. 41–58). New York, NY: Academic.

    Google Scholar 

  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–431.

    Article  Google Scholar 

  • Guzdial, M. (1997, April 7, 2004). Information ecology of collaborations in educational settings: Influence of tool. Paper presented at the CSCL ‘97, Toronto, ON.

    Google Scholar 

  • Guzdial, M., & Carroll, K. (2002). Exploring the lack of dialogue in computer-supported collaborative learning. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 418–434). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Hakkarainen, K., & Palonen, T. (2003). Patterns of female and male students’ participation in peer interaction in computer-supported learning. Computers & Education, 40(4), 327–342.

    Article  Google Scholar 

  • Hewitt, J. G. (2001). Beyond threaded discourse. Journal of Educational Telecommunications, 7(3), 207–221.

    Google Scholar 

  • Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41(4), 397–420.

    Article  Google Scholar 

  • Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 57–74.

    Google Scholar 

  • Lai, M., & Law, N. (2006). Peer scaffolding of knowledge building through collaborative groups with differential learning experiences. Journal of Educational Computing Research, 35(2), 123–144.

    Article  Google Scholar 

  • Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1, 57–87.

    Article  Google Scholar 

  • Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13(5), 487–509.

    Article  Google Scholar 

  • Orrill, C. H., Hannafin, M. J., & Glazer, E. M. (2003). Disciplined inquiry and the study of emerging technology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 335–353). New York, NY: Macmillan.

    Google Scholar 

  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.

    Article  Google Scholar 

  • Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 47–87). New York, NY: Cambridge University Press.

    Google Scholar 

  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265–283.

    Article  Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.

    Google Scholar 

  • Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation (pp. 169–181). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Wallace, R. M. (2003). Online learning in higher education: A review of the research on interactions among teachers and students. Education, Communication and Information, 3(2), 241–280.

    Article  Google Scholar 

  • Woodruff, E., & Brett, C. (1999). Collaborative knowledge building: Preservice teachers and elementary students talking to learn. Language and Education, 13(4), 280–302.

    Article  Google Scholar 

  • Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. The Journal of the Learning Sciences, 18(1), 7–44.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Windsor, Windsor, ON, Canada, N9B 3P4

    Nobuko Fujita

Authors
  1. Nobuko Fujita
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nobuko Fujita .

Editor information

Editors and Affiliations

  1. Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, Hawaii, USA

    Daniel D. Suthers

  2. ICAR Research Lab, CNRS — University of Lyon, LYON, France

    Kristine Lund

  3. Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Carolyn Penstein Rosé

  4. Problemshift, Inc., Windsor, Ontario, Canada

    Chris Teplovs

  5. University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

    Nancy Law

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Fujita, N. (2013). Online Graduate Education Course Using Knowledge Forum. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_20

Download citation

Publish with us

Policies and ethics

Search

Navigation