Student blogging supports transactive building and emergent common knowledge in a persistent community blogosphere¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Alterman and Larusson analyze loosely coordinated blogging, where predominantly individual writing and reading nonetheless provides transactive building on other students' reasoning and, over time, emergence of common knowledge in a persistent, growing community blogosphere. → Gerry Stahl 2013

Evidence¶

Gerry Stahl 2013¶

Gerry Stahl. (2013). Transactive discourse in CSCL. Computer-Supported Collaborative Learning 8:145–147. https://doi.org/10.1007/s11412-013-9171-6

q2 · i? · theoretical · r2

Editorial summary of Alterman and Larusson's extended theoretical and empirical analysis of knowledge creation in loosely coordinated learning activities, contrasted with meaning making in tightly coupled joint problem spaces more common in CSCL research.

"While blogging is a predominantly individual writing and reading experience, it also provides for transactive building on the reasoning of other students and, over time, in the emergence of common knowledge from participation in the persistent and growing community blogosphere."

Discussion¶

Related Claims¶

• The three groups exhibited three distinct collaboration forms—a centralized model, loosely coordinated collaboration, and balanced and regulated collaboration—with group 3 showing the highest regulative-action percentage (40% during synthesis) — related
• CATPCA of openness components yielded two dimensions largely matching the theoretical cognitive/social framework, with transactivity not included — related
• Component frequencies: elaboration, other transactivity and expert authority are frequent; multiple justification, personal positioning and questioning are rare — related
• Communication and coordination costs of transactive activities can annul the benefit of sharing cognitive load in a group — related