Patterns of female and male students' participation in peer interaction in computer-supported learning

Hakkarainen, Kai; Palonen, Tuire

doi:10.1016/s0360-1315(02)00134-3

Cited by 52 publications

(30 citation statements)

References 18 publications

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“…In other words, there were no indications that students would have replaced their own inquiry with a reproduction of ready-made pieces of scientific knowledge; this is a commonplace phenomenon even in the best schools. In contrast to the results of the present study, a large number of other studies indicate how knowledge produced by young children is often fragmentary in nature (DiSessa, 1988;Hakkarainen & Palonen, 2003).…”

Section: Discussioncontrasting

confidence: 99%

“…The actual material used while developing this assessment instrument was much larger than that reported here. It also included productions of another CSILE class in which students worked with biology and produced knowledge that was at a lower explanatory level than in the case of the present class (Hakkarainen, Lipponen, & Järvelä, 2002;Hakkarainen & Palonen, 2003 Level 2. Partially Organized Facts.…”

Section: Qualitative Classification Of Csile Students' Explanationsmentioning

confidence: 99%

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Progressive inquiry in a computer‐supported biology class

2003

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The problem addressed in the study was whether 10-and 11-year-old children, collaborating within a computer-supported classroom, could engage in progressive inquiry that exhibits an essential principal feature of mature scientific inquiry: namely, engagement in increasingly deep levels of explanation. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environment (CSILE). The study was carried out by qualitatively analyzing written notes logged by 28 Grade 5/6 students to CSILE's database. Results of the study indicated that with teacher guidance, students were able to produce meaningful intuitive explanations about biological phenomena, guide this process by pursuing their own research questions, and engage in constructive peer interaction that helped them go beyond their intuitive explanations and toward theoretical scientific explanations. Expert evaluations by three widely recognized philosophers of science confirmed the progressive nature of students' inquiry. ß

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Section: Discussioncontrasting

confidence: 99%

Section: Qualitative Classification Of Csile Students' Explanationsmentioning

confidence: 99%

Progressive inquiry in a computer‐supported biology class

2003

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“…Learners may apply different strategies to solve the task, which may be more or less efficient with respect to the individual acquisition of knowledge (Hakkarainen & Palonen, 2003;Pontecorvo & Girardet, 1993). Different tasks require different epistemic activities.…”

Section: Epistemic Dimensionmentioning

confidence: 99%

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Weinberger

Fischer

2006

Computers & Education

618

533

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Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts.In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).

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“…The study by Akyol, Vaughan, and Garrison (2011) indicates differences in the development of social, cognitive, and teaching presence in comparing short and long courses. Hakkarainen and Palonen (2003) find different patterns related to the contents and guidelines for participation in collaborative learning environments. Finally, Remensal and Colomina (2013) indicate the plausibility of gender differences in social presence.…”

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confidence: 99%

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

Gutiérrez-Santiuste¹,

Arrufat²

2014

Brit J Educational Tech

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This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive, and teaching character. It also analyzes the participating higher education students' satisfaction with the activities, with the professors' actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization The goal of our research is to discover the pattern of development in the synchronous and asynchronous communications in a b-learning learning environment.Based on the theoretical model CoI and on previous studies related to the phases of virtual communication, we propose a methodology that uses cross-tab analysis to cross the data obtained-on the one hand, social, cognitive, and teaching elements and, on the other, the different phases of communication. The research draws conclusions about similar patterns of evolution with synchronous and asynchronous tools, the type of communication in each of the phases analyzed, and the students' satisfaction. Theoretical BackgroundThere are two ways of analyzing the phases of virtual communication. One approaches the process from the macro-perspective, that is, as it develops over longer or shorter period of time in which the communications are established. This category includes studies by Gilbert and Dabbagh (2005), Hara, Bonk, and Angeli (2000), Henri These studies analyze the evolution of the cognitive, metacognitive, social, or facilitating aspects over a time period of at least one semester or develop theoretical issues, as in the case of the studies by Salmon (2000) and Henri (1992).Analysis has also been performed using the theoretical framework of Community of Inquiry (CoI) through studies that focus on forums (Akyol & Garrison, 2008, 2011bAkyol, Garrison, & Ozden, 2009;Akyol, Vaughan, & Garrison, 2011;Shea et al., 2010) and chats (Wanstreet & Stein, 2011). These studies relate the passage of time to the evolution of the elements of the CoI model, indicating that the progression of the virtual communications produces changes in the social, cognitive, metacognitive, and teaching elements, except in the study by Wanstreet & Stein (2011), which does not find evolution. These studies start from the analysis of at least 9 weeks of communication and use content analysis or a mixed methodology to obtain their findings.We tackle this topic by considering each communication as a unit, an approach that enables us to observe the evolution of the communications on the micro-level. This approach is used in contributions by Tancredi (2006) and Winiecki (2003). For the case of synchronous communications, the model developed by Tancredi (2006) indicates that three phases are established in the chat: (a) Initiation: The purpose of the communications is to prepare for and present the session and provide...

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Patterns of female and male students' participation in peer interaction in computer-supported learning

Cited by 52 publications

References 18 publications

Progressive inquiry in a computer‐supported biology class

Progressive inquiry in a computer‐supported biology class

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

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