In a synchronous online environment, self-organization can be seen as a continuum, and there is strong interdependence between processes and content¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Vogler et al. argue that self-organization can be seen as a continuum in emerging participation in a synchronous online environment. → Ludvigsen 2017 q2 i? The study reports strong interdependence between processes and content and a subtle relationship between individual processes and the co-creation of shared experiences and meaning-making. → Ludvigsen 2017 (2)

Evidence¶

Ludvigsen 2017¶

Ludvigsen, S., Law, N., Rosé, C. P., & Stahl, G. (2017). Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing. Intern. J. Comput.-Support. Collab. Learn, 12, 127–131. https://doi.org/10.1007/s11412-017-9257-7

q2 · i? · qualitative · r?

The editorial reports the Vogler et al. study's use of self-organization to explain emerging participation; it also notes "V ogler et al. argue in this paper that self-organization can be seen as a continuum". This is the editorial's summary, attributed to the included study.

"In the study by V ogler et al. reported in this issue, the authors explain emerging participation in a synchronous online environment using the concept of self-organization."

Ludvigsen 2017 (2)¶

Ludvigsen, S., Law, N., Rosé, C. P., & Stahl, G. (2017). Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing. Intern. J. Comput.-Support. Collab. Learn, 12, 127–131. https://doi.org/10.1007/s11412-017-9257-7

q2 · i? · review · r2

The editorial names this as one of the findings of the Vogler et al. study, which used Camtasia software and four video cameras to capture graduate students' activities, analyzing their regular-course chat and written-pane collaboration on four articles.

"One of the many interesting findings is that there is a strong interdependence between processes and content and that there is a subtle relationship between the individual processes and the co-creation of shared experiences and meaning-making."

Discussion¶

Related Claims¶

• Collaborative writing develops through distinct phases, is non-linear and non-cumulative, with sharing of opinions emerging in the last phase
• All four A3C interaction types can contribute individually to learning and may exist in parallel during mass collaboration
• Type of interdependence shifts the nature of interactions: no-structure groups show the most cognitive interactions, role groups the most group processing, and reward groups the most off-task behavior — related