From Active Reading to Active Dialogue

Xin, Cindy; Glass, Geoffrey; Feenberg, Andrew; Bures, Eva Mary; Abrami, Phil

doi:10.4018/978-1-61692-898-8.ch017

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…Lo 5 online forum by Xin and Feenberg (Xin, Glass, Feenberg, Bures, & Abrami, 2010). Xin and Feenberg argue that, unlike printed publications, forum design tends to hinder easy movement between the current activity and older material.…”

Section: Lomentioning

confidence: 99%

Time-Space Analysis of Facebook News Feeds

Lo¹

2018

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In the 20th century, several scholars across different disciplines have explored the relations between sociality and the associated perceptions of time and space. This paper draws on their theories to study how the Facebook News Feed feature inscribes users with a certain kind of temporality and spatiality. Building on Manual Castells' characterization of online activities as a "temporal collage" it argues that, through the interactions with News Feeds, users encounter the desequencing of the temporality of their social space. It further analyzes a News Feed page as a temporal object as defined by Bernard Stiegler, and adopts his critique of cinematic time to reveal how this feature inscribes an "always on" behavior for users even when they are offline. It concludes by discussing the political significance of this temporality and spatiality in two different senses: the constant acceleration in the pace of life and online surveillance. It draws on David Harvey's concept of space-time compression to discuss the relations between the temporality of Facebook and capitalism, and on Anthony Gidden's time-space distantiation to discuss the power relations of online surveillance.

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Section: Lomentioning

confidence: 99%

Time-Space Analysis of Facebook News Feeds

Lo¹

2018

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Analyzing temporal patterns of knowledge construction in a role-based online discussion

Wise

Chiu

2011

Computer Supported Learning

103

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This paper introduces an approach to analyzing temporal patterns of knowledge construction (KC) in online discussions, including consequences of role assignments. The paper illustrates the power of this approach for illuminating collaborative processes using data from a semester-long series of discussions in which 21 university students were assigned weekly roles. The KC contributions of all 252 posts in the discussion were coded using a five phase scheme (Gunawardena et al. 1997). 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. This provides empirical evidence supporting the progressive nature of the KC process, but not the necessity of the full five-phase sequence. The pivotal posts that initiated later segments were often contributed mid-discussion by students playing one of two summarizing roles (Synthesizer and Wrapper). This suggests that assigning a summarizing role mid-discussion can aid group progress to more advanced phases of KC. Finally, in some discussion segments, the KC phase of a post was related to characteristics of the two preceding posts. Collectively, the results demonstrate the power of this temporal approach for investigating interdependencies in collaborative KC in online discussions.

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