Context characteristics (community type, trimester, teacher-student role) have little impact on openness; teachers contribute more social openness and receive less follow-up¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Full community views had more high social and high cognitive openness scores than sub communities, and trimester 2 had more high cognitive openness scores with a small effect size (ɸ = .13). → van Heijst 2019 q3 i? Teachers' contributions were more often high in social openness, showed no difference in cognitive openness, and received less follow-up than students' notes. → van Heijst 2019 (2)

Evidence¶

van Heijst 2019¶

van Heijst, H., de Jong, F. P. C. M., van Aalst, J., de Hoog, N., & Kirschner, P. A. (2019). Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going? International Journal of Computer-Supported Collaborative Learning, 14, 165-184. https://doi.org/10.1007/s11412-019-09303-4

q3 · i? · associational · r2

McNemar's and chi-square tests on the 594 analyzed notes comparing openness across community type and trimester. The article prints the effect size " ɸ = .13" for the small trimester difference in cognitive openness; for the social dimension, trimester was not significantly related to openness.

"Full community views had more high social as well as high cognitive openness dimension scores compared to sub communities ( p < .01). Chi-square tests revealed a small difference in the cognitive dimension score related to trimester ( χ2(2) = 6.75, p < .05). Trimester 2 had more high scores for cognitive openness than the other trimesters, although the effect size was small ( ɸ = .13)."

van Heijst 2019 (2)¶

van Heijst, H., de Jong, F. P. C. M., van Aalst, J., de Hoog, N., & Kirschner, P. A. (2019). Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going? International Journal of Computer-Supported Collaborative Learning, 14, 165-184. https://doi.org/10.1007/s11412-019-09303-4

q3 · i? · associational · r2

Analysis of teacher-student role among 65 of the analyzed notes (10.9%) contributed by course teachers. The article reports teachers' contributions "received less follow-up than expected compared to students'notes (p <. 0 1 )" and were more often high in social openness; no cognitive openness difference was found.

"McNemar’s test showed that teachers ’ contributions were more often characterized by a high level of social openness than students’ contributions ( p < .01). For cognitive openness no difference in the level of openness was found. Teachers ’KF notes received less follow-up than expected compared to students’notes (p <. 0 1 ) ."

Discussion¶

Related Claims¶

• At the discourse-act level, notes expressing uncertainty are associated with more follow-up and notes open on community orientation with less, and notes lacking building-knowledge openness receive less follow-up — related
• Social openness components transactivity and authority are associated with less follow-up, and dimension-level openness shows no significant association with follow-up — related
• Contributions to online knowledge building discourse show moderate socio-cognitive openness, with higher social than cognitive openness — related