Effective Participation and Discourse through a Computer Network: Investigating Elementary Students' Computer Supported Interaction

Abstract

In this study we analyzed and described how students and teacher of one Finnish elementary class participated in and communicated through CSILE (Computer Supported Intentional Learning Environment) during the years 1997-1998. To this end, we examined the density of the interaction within class, students' participation rates, students' position in the CSILE mediated network of interaction, and the quality of their discourse. The data consisted of CSILE log files and students' written productions from the CSILE database. Social network analysis and qualitative content analysis were used to analyze the data. The findings showed that the density of interaction among participants was rather high, and all the students used CSILE to some extent. There were, however, substantial differences in the students' participation rates. The results also indicated that one student occupied a central position, and two students an isolated position in the CSILE mediated interaction. The study further revealed that the CSILE mediated discussion was composed of number of short discussion threads. The culture of CSILE mediated discourse and collaboration can be defined as follows; on topic, neutral, and providing information to others' comments or questions.

The applicability of social network analysis to the study of networked learning

“…Interaction patterns following those recommended in Progressive Inquiry were related to better meaningfulness of learning experience. This result strengthens previous similar finds (Lipponen et al, 2002). …”

“…In previous studies, Lipponen et al (2002) analyzed reply activity using network indices of density and Freeman's degree centralization. Martinez et al (2003) analyzed reading activity using density and degree centralization of four sub-phases of a course.…”

“…Both Lipponen et al (2002) and Lipponen et al (2003) analyzed reply activity using Freeman's degree and betweenness. In this study, outdegree and degree had a relation to meaningful learning experiences, while the other indices had no relation.…”

“…A typical scenario found in NL studies using SNA consists of a single group of pupils; SNA is used to calculate some basic indices of the scenario, which are then either analyzed descriptively, or with a graphical projection (for examples, see De Laat, Lally, Lipponen & Simons, 2007;Lipponen et al, 2003). No proper multi-group studies have been conducted using SNA (Lipponen, Rahikainen, Hakkarainen, & Palonen, 2002).…”

Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?

“…Lipponen, Rahikainen, Hakkarainen, & Palonen, 2003;Prinsen et al, 2007). The support provided in the collaborative programme should sustain active participation of all students and the additional support in the elaborative programme should stimulate all students to provide more elaborate (types) of contributions.…”