Assessing social construction of knowledge online: A critique of the interaction analysis model

Lucas, Margarida; Gunawardena, Charlotte Nirmalani; Moreira, António Carrizo

doi:10.1016/j.chb.2013.07.050

Cited by 95 publications

(76 citation statements)

References 24 publications

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“…Two of these systems are the Interaction Analysis Model (IAM), proposed by Gunawardena, Lowe, and Anderson (1997), and the Communities of Inquiry (CoI) model, proposed by Garrison, Anderson, and Archer (2001) -in particular, the set of levels proposed in the model for the analysis of "cognitive presence". Both of them have been widely used for research in this field (Akyol & Garrison, 2011;Garrison & Akyol, 2013;Lucas, Gunawardena, & Moreira, 2014), and have facilitated a global picture of how the processes of collaborative knowledge construction in virtual environments evolve. At the same time, they have demonstrated the difficulty which is involved in reaching the highest levels of collaborative knowledge construction, noting in many cases that the interaction and the communication between the participants does not progress beyond the characteristics of the first phases of the process (Lucas et al, 2014;Rourke & Kanuka, 2009).…”

Section: Introductionmentioning

confidence: 99%

Work coordination and collaborative knowledge construction in a small group collaborative virtual task

Mayordomo

Onrubia

2015

The Internet and Higher Education

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Section: Introductionmentioning

confidence: 99%

Work coordination and collaborative knowledge construction in a small group collaborative virtual task

Mayordomo

Onrubia

2015

The Internet and Higher Education

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“…It provides social context for learning and makes collaborative learning possible (Liu & Tsai, 2008). Previous studies mentioned that online asynchronous learning community has been the most adopted environment of interaction in CMC due to the advantages associated with it (Lucas et al, 2014;Yap & Chia, 2010). Learners have opportunities to reflect, think, share their own experience with peers and search for new information in this environment (Anderson & Dron, 2011;De Wever et al, 2006;Lee, 2012;Pena-Sheff & Nichollas, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Types of Interaction in Online Discussion Forums: A Case Study

Khlaif

Nadiruzzaman

Kwon

2017

JEI

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The purpose of this paper is to identify the types of students' interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students' discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were ISSN 2377-2263 2017 www.macrothink.org/jei 156 engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction. Journal of Educational Issues

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“…Según Elena Barbera (2006), y Piia Näykki y Sanna Järvelä (2008), las formas de interacción que promuevan los programas de pregrado en modalidad virtual influirán en el fomento de la discusión argumentada para la construcción de conocimiento y en el impulso de un sistema cognitivo avanzado. Sin embargo, para que ello ocurra es indispensable el desarrollo de habilidades, por parte del profesor, para guiar a los participantes en la construcción de ideas con base en la perspectiva del otro y para estimular niveles más avanzados de pensamiento (Hou Chang & Sung, 2009;Lucas, Gunawardena & Moreira, 2014). Además, requiere que el profesor o facilitador monitoree de forma permanente los espacios de discusión virtual en aras de disminuir la elaboración de ideas o conceptos errados que se puedan generar en las discusiones (Yap & Chia, 2010).…”

Section: Página 67unclassified

Herramientas de comunicación y presentación de contenidos en pregrados virtuales colombianos

Suárez

Báez

Rees

2016

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ResumenEste artículo de investigación expone los resultados de un estudio mixto que examinó las experiencias y percepciones de un grupo de profesores, coordinadores y estudiantes de programas de pregrado en modalidad virtual en Colombia acerca del empleo de herramientas para la comunicación, la presentación y la apropiación de contenidos. A pesar de algunos logros, los hallazgos evidencian la necesidad de enfatizar la interacción con carácter dialógico y la colaboración en los espacios diseñados para la comunicación. Así mismo, la representación de información requiere apelar a formas distintas al texto escrito que motiven a los estudiantes a interactuar con los materiales y estimulen su comprensión de contenidos. Palabras clavesEducación a distancia; aprendizaje virtual; educación superior; comunicación; tecnología de la información Transferencia a la prácticaLos avances tecnológicos de la web posibilitan el empleo pedagógico de múltiples herramientas para apoyar los procesos educativos de un número cada vez más grande de estudiantes en programas de pregrado en modalidad virtual. Los resultados de esta investigación invitan a incursionar en el empleo de redes sociales, espacios de creación colectiva y espacios para el estímulo de la creatividad en aras de enriquecer la presentación y apropiación de contenidos de los programas y generar procesos de comunicación entre estudiantes y profesores más significativos y enriquecedores. AbstractThis paper presents the results of a mixed study that examined the experiences and perceptions of a group of professors, coordinators and students from online undergraduate programs in Colombia regarding the use of communication tools, presentation and appropriation of contents. Despite some achievements, these findings highlight the need to emphasize a dialogic character interaction and collaboration within the spaces designed for this kind of communication. In addition, this paper highlights that information needs to be presented in different ways to motivate students to interact with the materials and to stimulate their understanding of contents.

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Assessing social construction of knowledge online: A critique of the interaction analysis model

Cited by 95 publications

References 24 publications

Work coordination and collaborative knowledge construction in a small group collaborative virtual task

Work coordination and collaborative knowledge construction in a small group collaborative virtual task

Types of Interaction in Online Discussion Forums: A Case Study

Herramientas de comunicación y presentación de contenidos en pregrados virtuales colombianos

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