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Conference Paper: Some discourse mechanisms for knowledge advancement in a CSCL context

TitleSome discourse mechanisms for knowledge advancement in a CSCL context
Authors
Lai, MLaw, N
Issue Date2011
Citation
The 9th International Computer-Supported Collaborative Learning Conference (CSCL 2011), Hong Kong, China, 4-8 July 2011. In Conference Proceedings, 2011, v. 2, p. 581-585 How to Cite?
AbstractThis paper aims to examine the discourse mechanisms that may lead to students' knowledge advancement in the context of CSCL. The online discussions of one primary (sixth-) and one secondary (tenth-) grade of students were analyzed. First of all, threads with the articulation of elaborated explanations were identified, as their appearance is considered as more indicative of the advancement of knowledge. Then by studying how students worked with the major concepts within each of the threads, three general mechanisms for knowledge advancement were found: 1) setting the conditions and limits of an idea; 2) comparing different concepts; and 3) differentiating concepts. The first mechanism could be observed quite frequently in the discourse of both grades of students while the latter two were more likely to be found in the discourse of the tenth-graders compared to the sixth-graders. © ISLS.
DescriptionConference Theme: Connecting Computer-Supported Collaborative Learning to Policy and Practice
Persistent Identifierhttp://hdl.handle.net/10722/176126
ISBN
978-057809153-2
References
References in Scopus

 

DC FieldValueLanguage
dc.contributor.authorLai, Men_US
dc.contributor.authorLaw, Nen_US
dc.date.accessioned2012-11-26T09:06:04Z-
dc.date.available2012-11-26T09:06:04Z-
dc.date.issued2011en_US
dc.identifier.citationThe 9th International Computer-Supported Collaborative Learning Conference (CSCL 2011), Hong Kong, China, 4-8 July 2011. In Conference Proceedings, 2011, v. 2, p. 581-585en_US
dc.identifier.isbn978-057809153-2-
dc.identifier.urihttp://hdl.handle.net/10722/176126-
dc.descriptionConference Theme: Connecting Computer-Supported Collaborative Learning to Policy and Practice-
dc.description.abstractThis paper aims to examine the discourse mechanisms that may lead to students' knowledge advancement in the context of CSCL. The online discussions of one primary (sixth-) and one secondary (tenth-) grade of students were analyzed. First of all, threads with the articulation of elaborated explanations were identified, as their appearance is considered as more indicative of the advancement of knowledge. Then by studying how students worked with the major concepts within each of the threads, three general mechanisms for knowledge advancement were found: 1) setting the conditions and limits of an idea; 2) comparing different concepts; and 3) differentiating concepts. The first mechanism could be observed quite frequently in the discourse of both grades of students while the latter two were more likely to be found in the discourse of the tenth-graders compared to the sixth-graders. © ISLS.en_US
dc.languageengen_US
dc.relation.ispartofConnecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Short Papers and Postersen_US
dc.titleSome discourse mechanisms for knowledge advancement in a CSCL contexten_US
dc.typeConference_Paperen_US
dc.identifier.emailLaw, N: nlaw@hku.hken_US
dc.identifier.authorityLaw, N=rp00919en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-84858405671en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84858405671&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume2en_US
dc.identifier.spage581en_US
dc.identifier.epage585en_US
dc.identifier.scopusauthoridLai, M=23479808500en_US
dc.identifier.scopusauthoridLaw, N=7005934146en_US
dc.customcontrol.immutablesml 160205 - amend-

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