Discussion prompts targeting the exchange of information produced higher levels of collaborative transactive discourse than prompts asking teachers to reflect on their content understanding or classroom practice.¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Transactivity analyses showed higher levels of collaborative discourse from information-exchange prompts than from prompts targeting reflection about content understanding or classroom practice. → Yoon 2020

Evidence¶

Yoon 2020¶

Yoon, S.A., Miller, K., Richman, T., Wendel, D., Schoenfeld, I., Anderson, E., & Shim, J. (2020). Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital. Intern. J. Comput.-Support. Collab. Learn 15, 351–371. https://doi.org/10.1007/s11412-020-09326-2

q2 · i? · design · r2

Transactivity analysis of teachers' interaction logs in course discussions of the online asynchronous PD. The analysis found higher levels of collaborative discourse from information-exchange prompts than from reflection prompts about content understanding or classroom practice. No effect size or test statistic is printed in the available text.

"Further transactivity analyses of their interactions in course discussions showed higher levels of collaborative discourse resulting from prompts that specifically targeted the exchange of information over those that asked teachers to reflect about their content understanding or their classroom practice."

Discussion¶

Related Claims¶

• Role-based information asymmetry with infrared beaming encourages cross-team information exchange and collaborative discussion
• Science teachers reported high satisfaction with the quality and usability of the online asynchronous PD, including positive beliefs about tie quality, depth of interaction, and access to expertise. — related
• Whether a CSCL script prompts transactive activities does not significantly moderate its effects on domain-specific knowledge, and for collaboration skills the difference runs opposite to the expected direction — related
• The editorial reports an online teacher professional development intervention combining social capital mechanisms and automated scaffolds succeeded, with transactivity as a process indicator — a broader claim this one bears on