Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
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DOI：
10.1016/j.compedu.2003.07.001
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发表时间：
2003-12-01
影响因子：
12
通讯作者：
Hmelo-Silver, CE
中科院分区：
文献类型：
--
作者：
Hmelo-Silver, CE
记录协作知识构建是计算机支持协作学习研究的关键。因为这是一个多方面的现象，混合的方法是必要的，以构建一个很好的理解协作互动，否则有一个过度简化的风险。在本文中，我使用定量的口头数据分析，定性分析和数据表示技术的方法来表征两个成功的知识建设的互动从社会文化的角度来看。在第一项研究中，计算机模拟有助于调解的互动，在第二，学生构建的代表是一个重要的调解人。对小组讨论进行了细致的逐轮分析，并辅之以对较大对话单元的定性分析。此外，在研究2中，语篇特征和工具相关活动的时序表征被用来获得一个学生生成的表征如何介导的协作知识建构的综合理解。只有通过混合方法，协作知识构建才能得到很好的表征。(C)2003 Elsevier Ltd.保留所有权利。
Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to construct a good understanding of collaborative interactions, otherwise there is a risk of being overly reductionistic. In this paper I use quantitative methods of verbal data analysis, qualitative analysis, and techniques of data representation to characterize two successful knowledge building interactions from a sociocultural perspective. In the first study, a computer simulation helped mediate the interaction and in the second, a student-constructed representation was an important mediator. A fine-grained turn-by-turn analysis of the group discussions was supplemented with qualitative analysis of larger units of dialogue. In addition, chronological representations of discourse features and tool-related activity were used in study 2 to gain an integrated understanding of how a student-generated representation mediated collaborative knowledge construction. It is only by mixing methods that collaborative knowledge construction can be well characterized. (C) 2003 Elsevier Ltd. All rights reserved.