Middle episodes of wiki text generation show a cumulative orientation, later with co-construction, in which students expand and re-elaborate each other's ideas¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In episode three, students shared new ideas with reasons, discussed arguments in the text without deleting others' ideas, and gave explicit reasons for changes, indicating cumulative orientation with co-construction. → Pifarré 2011

Evidence¶

Pifarré 2011¶

Pifarré, M. & Kleine Staarman, J. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205. https://www.springer.com/journal/11412

q2 · i? · qualitative · r2

Qualitative analysis of contributions in negotiation and group spaces during the third episode. The authors report students expressed disagreement respectfully in the negotiation space and waited for the authoring pair to change, correct or remove ideas.

"Although students did not delete ideas from the collaborative text, they did contribute critically, identified inconsistencies in others' arguments and proposed alternatives."

Discussion¶

Related Claims¶

• Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony — related
• Wiki negotiation unfolds in four episodes with distinct intersubjective orientations, beginning with an exploratory orientation during content generation — related
• The final episode of wiki collaborative writing is characterised by a disputational orientation, possibly driven by time pressure to finish the text — related
• A wiki with a thinking-together approach can provide a dialogic space in which students co-construct shared understanding — a broader claim this one bears on
• Recurring functional/conceptual spaces (personal space, shared work area, conclusions, discard) emerged in every interaction, and pairs resisted re-designating designated spaces — related
• Concept-mapping dyads produce significantly more re-elaborations (corrections and precisions) of partners' ideas, an indicator of collaborative historical reasoning — related
• Primary students' wiki negotiation contains collaboration and reasoning keywords distributed throughout the interaction — a broader claim this one bears on
• Resistance messages in asynchronous discussions elicit most messages with perspectival understanding — related