In Knowledge Forum discourse, three components (connecting knowledge, transactivity, authority) dominated notes, and cognitive openness components predicted follow-up while social openness components predicted slightly reduced follow-up¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three of the eight components — connecting knowledge, transactivity, authority — were present in the large majority of Knowledge Forum notes. → U. Cress 2019 q2 i? Transactivity and authority were associated with decreased rather than increased likelihood of follow-up, whereas connecting knowledge, justifying knowledge, and inviting responses increased the likelihood of follow-up. → U. Cress 2019

Evidence¶

U. Cress 2019¶

U. Cress, C. P. Rosé, N. Law, S. Ludvigsen. (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-019-09305-2

q2 · i? · associational · r2

Coding study of Knowledge Forum contributions from two mixed cohorts of students and teachers, after validating the two-factor structure; frequency and follow-up likelihood of the eight components were analyzed. Three components were "present in the large majority of Knowledge Forum notes"; following analysis showed transactivity and authority "associated with decreased rather than increased likelihood of follow-up."

"Results indicated that three of the eight components were present in the large majority of Knowledge Forum notes."

Discussion¶

Related Claims¶

• Component frequencies: elaboration, other transactivity and expert authority are frequent; multiple justification, personal positioning and questioning are rare
• 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
• Group-level feedback visualizations increased shared vocabulary connections, but student metadiscourse remained teacher-dependent — related