Contributions to online knowledge building discourse show moderate socio-cognitive openness, with higher social than cognitive openness¶

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

Subclaims¶

q3 i? KF notes showed a moderate degree of openness, and the degree of social openness was higher than the degree of cognitive openness. → van Heijst 2019

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

Quantitative analysis of 594 analyzed KF units from two cohorts of Master of Education students. Descriptive statistics showed mean social openness of 2.37 (SD .89) versus cognitive openness of 1.60 (SD .88), and the study reports this difference with "t(594 = 16,60, p <. 0 0 1 )". All socio-cognitive scores from zero (2 notes) to eight (1 note) were present; the average number of openness indicators was 4 (152 notes).

"The degree of social openness in KF notes (M = 2.37; SD = .89), is higher than the degree of cognitive openness ( M =1 . 6 0 ;SD =. 8 8 ) ,t(594 = 16,60, p <. 0 0 1 ) ."

Discussion¶

Related Claims¶

• Component frequencies: elaboration, other transactivity and expert authority are frequent; multiple justification, personal positioning and questioning are rare
• Social openness components transactivity and authority are associated with less follow-up, and dimension-level openness shows no significant association with follow-up
• Context characteristics (community type, trimester, teacher-student role) have little impact on openness; teachers contribute more social openness and receive less follow-up — related