@inproceedings{57e052693226497bbd1f96a0a45d93ac,
title = "Knowledge construction patterns in online conversation: A statistical discourse analysis of a role-based discussion forum",
abstract = "Assigning roles to individual students can influence the group's knowledge construction (KC) process during online discussions. Twenty-one students were divided into two groups and assigned rotating roles for eight one-week asynchronous online discussions. The KC contributions of all 252 posts in the discussion were coded using a five phase scheme; then statistical discourse analysis was applied to identify segments of discussion characterized by particular aspects of KC and {"}pivotal posts{"}-those posts which initiated new segments of discussion. Finally, the influences of assigned student roles on pivotal posts and KC were modeled. The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments: the first dominated by a lower KC phase; the second dominated by a higher KC phase. The pivotal posts that initiated later segments were often contributed mid-discussion by students playing one of two summarizing roles (Synthesizer and Wrapper).",
author = "Alyssa Wise and Chiu, {Ming Ming}",
year = "2011",
language = "English (US)",
isbn = "9780578091525",
series = "Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference",
pages = "64--71",
booktitle = "Connecting Computer-Supported Collaborative Learning to Policy and Practice",
note = "9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 ; Conference date: 04-07-2011 Through 08-07-2011",
}