Disclosing personal histories related to course topics tends to lead to longer and deeper discussion threads, especially when instructors encourage such identity presence¶

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

Subclaims¶

q2 i? Displays of identity presence through disclosing personal histories tend to lead to longer and deeper discussion threads, especially when encouraged by instructors. → Gerry Stahl & Friedrich W. Hesse & Nancy Law 2011 q2 i? Expressions of personal identity alone are unlikely to produce the highest levels of knowledge building. → Gerry Stahl & Friedrich W. Hesse & Nancy Law 2011

Evidence¶

Gerry Stahl & Friedrich W. Hesse & Nancy Law 2011¶

Gerry Stahl & Friedrich W. Hesse & Nancy Law. (2011). Tweets from #cscl2011. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-011-9128-6

q2 · i? · review · r2

The editorial reports, citing Ke, Chavez, Causarano and Causarano, a study of identity presence in online discussion forums and collaborative knowledge building. The editorial adds that identity expressions "are unlikely to produce the 'highest levels' of knowledge building by themselves".

"They document how disclosing personal histories related to course topics tends to lead to longer and deeper discussion threads, especially when such forms of presence are encouraged by instructors."

Discussion¶

Related Claims¶

• Students perceived online lab exercises as more effective when instructors were present online and used scaffolds and probes directing attention to key procedure aspects — related
• Danmaku learners engage in parasocial greetings and compliments to the instructor and seek co-learning presence, phenomena absent on the discussion board — related