Social openness components transactivity and authority are associated with less follow-up, and dimension-level openness shows no significant association with follow-up¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Notes open on transactivity and authority were less likely to receive follow-up, while the components ownership and positioning towards the knowledge claim were not significantly associated with follow-up. → van Heijst 2019 q3 i? For both the social and cognitive openness dimension as a whole, no significant association between dimension scores and having follow-up notes was found. → van Heijst 2019 (2)

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

McNemar's test analysis of the 594 analyzed notes. The study reports that "KF notes that are open with respect to these components were less likely to receive follow up" for transactivity and authority, while ownership and personal positioning showed no significant association.

"two components (transactivity and authority) were found to be significantly associated to follow up ( p <. 0 1 ) in the sense that KF notes that are open with respect to these components were less likely to receive follow up, whereas the components ownership and positioning towards the knowledge claim were not significantly associated with having follow-up notes."

van Heijst 2019 (2)¶

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 · r1

McNemar's tests relating dimension-level scores to follow-up among the 594 analyzed notes found no significant association; equivalence was not tested. The article prints no effect size for this null finding.

"For both the social and cognitive openness dimension, the results did not indicate a significant association between dimension scores of KF notes and having follow-up notes."

Discussion¶

Related Claims¶

• Component frequencies: elaboration, other transactivity and expert authority are frequent; multiple justification, personal positioning and questioning are rare
• Contributions to online knowledge building discourse show moderate socio-cognitive openness, with higher social than cognitive openness
• Context characteristics (community type, trimester, teacher-student role) have little impact on openness; teachers contribute more social openness and receive less follow-up — related
• 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
• 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 — related