Opening dimensions of variation: An empirical study of learning in a Web-based discussion

Booth, Shirley; Hultén, Magnus

doi:10.1007/1-4020-7909-5_7

Cited by 28 publications

(36 citation statements)

References 7 publications

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“…Here, productive online knowledge (Gao, Wang and Sun 2009, 69). This is similar to Van Aalst's (2009) distinction between knowledge sharing, knowledge construction, and knowledge creation, as well as to Booth and Hultén's (2003) taxonomy outlined later on.…”

Section: Introductionsupporting

confidence: 60%

“…They also suggest that a mixed-methods approach be followed to achieve a better understanding of AODs (Gasiewski et al 2012, 234). For this reason, and using computer-mediated discourse analysis, which is a sub-type of content analysis (Herring 2010, 238), we employ a coding scheme utilised by Paulus and Phipps (2008) who draw on Booth and Hultén's (2003) taxonomy of contributions to productive online discussions. Their phenomenographic approach 'stands out as an exemplary approach to identifying critical learning moments in online transcripts' (Yang and Goodyear 2006, 922); it provides a multi-layered, albeit category-driven, account of students' discourse, as agreeing, disagreeing, extending claims, and the like.…”

Section: Content Analysis Coding Schemes For Online Discussionmentioning

confidence: 99%

“…We now know that it is essential to begin any task design with a coherent framework, such as that proposed by Booth and Hultén (2003), one that explicitly conceptualises what meaningful online discussions should entail so that higher-order learning outcomes are indeed achieved (Gao et al 2009, 66).…”

Section: Discussionmentioning

confidence: 99%

“…Within a naturalistic higher education setting, the authors revisited lingual data analysed in a previous study, employing Booth and Hultén's (2003) taxonomy of pivotal contributions to online discussions to describe students' 'talk' during text-based AODs. The taxonomy constituted a more comprehensive model of productive online discussion than that used in the earlier study.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Brokensha

Greyling

2016

SAJHE

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Provided that effective practices in online instructional design are met and e-myths regarding online learning are contested, asynchronous online sharing, knowledge construction, and knowledge creation or hybrids of these 51 Brokensha and GreylingDispelling e-myths and pre-empting disappointment discourses. Within a naturalistic higher education setting, the authors revisited lingual data analysed in a previous study, employing Booth and Hultén's (2003) taxonomy of pivotal contributions to online discussions to describe students' 'talk' during text-based AODs. The taxonomy constituted a more comprehensive model of productive online discussion than that used in the earlier study. Contrary to the authors' initial assumptions as novice e-instructors that students would not only share knowledge, but also co-construct knowledge, there was little evidence of the latter. In terms of Booth and Hultén's (2003) analytic contributions were uncommon. In other words, knowledge-sharing discourse rather than knowledge-construction discourse was the norm. In addition, mismatch between the authors' expectations about students' levels of cognitive engagement during their discussions and the instructional design. Thus, the authors interrogate their assumptions and identify design considerations that should underpin online pedagogy as it pertains to meaningful online discussion.

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Section: Introductionsupporting

confidence: 60%

Section: Content Analysis Coding Schemes For Online Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Brokensha

Greyling

2016

SAJHE

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“…To start with, two of the authors jointly looked for instances of learning, inspired by Booth and Hultén's (2003) search for pivotal contributions to a discussion that opened dimensions of variation. Then we adopted an approach to look for episodes of discussion and interaction where we could judge students seeing or acting differently towards the simulation as a characterization of more complex ways of constituting understanding of the underlying principles of Bohr's model.…”

Section: Data Collection and Analysismentioning

confidence: 99%

The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions

2007

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The learners' experience of variation: Following students' threads of learning physics in computer simulation sessions. AbstractThis article attempts to describe students' process of learning physics using the notion of experiencing variation as the basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of seven pairs of students interacting in a computersimulation learning environment featuring Bohr's model of the atom. The data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of 'threads of learning'. This was done by linking variation around aspects of the object of learning present in the situation and attended to by the students to new ways of seeing -characterised as an expanding anatomy of awareness, and hence as learning.The students' threads of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting meaning from this experience of variation (experienced as holistically relevant in the students' conceptual domain of physics and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was within an aspect of the object of learning, and one where variation was across several aspects.

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Advances in Research on Networked Learning

2004

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Opening dimensions of variation: An empirical study of learning in a Web-based discussion

Cited by 28 publications

References 7 publications

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions

Advances in Research on Networked Learning

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