Contextual perspective in analysing collaborative knowledge construction of two small groups in web-based discussion
Contextual perspective in analysing collaborative knowledge construction of two small groups in web-based discussion
复制标题
情境视角分析网络讨论中两个小组的协作知识建构
DOI：
10.1007/s11412-007-9013-5
复制
发表时间：
2007
影响因子：
4.3
通讯作者：
M. Arvaja
中科院分区：
文献类型：
--
作者：
M. Arvaja
本文提出了一种方法，旨在探索情境在基于异步网络讨论的协作知识构建活动中的作用。比较了参加网络教师教育课程的两个学生小组的讨论情况。比较旨在通过研究讨论中使用的主题结构、交际功能和语境资源来突出小组知识建构活动的异同。结果表明，两个学生群体的不同背景影响了语境的创建和解释方式，以及意义的协商方式。小组活动之间的差异和相似之处说明了学习的情境性和介导性。本文还讨论了本研究中使用的方法论在评估情境中协作知识构建方面的可能性。
This paper presents a methodology designed to explore the role of context in collaborative knowledge construction activity in asynchronous web-based discussion. The discussions of two student groups participating in a web-based teacher education course were compared. The comparison aimed to highlight the differences and similarities between the groups’ knowledge construction activity through studying the thematic structure, communicative functions and contextual resources used in their discussions. The results indicated that the different backgrounds of the two student groups influenced the way context was created and interpreted, and how meanings were negotiated. The differences and similarities between the groups’ activity illuminated the situated and mediated nature of learning. The possibilities of the methodology used in this study for evaluating collaborative knowledge construction in context are also discussed.