Students assigned the summariser role post messages reflecting a significantly higher level of knowledge construction than students without roles, while starter, moderator, theoretician, and source searcher roles do not differ significantly.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Messages from students with the summariser role reflect a significantly higher mean level of knowledge construction than messages from students without roles. → De Wever 2007 q3 i? Messages from students with the starter, moderator, theoretician, or source searcher roles do not differ significantly in knowledge construction level from students without roles. → De Wever 2007

Evidence¶

De Wever 2007¶

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-447. https://doi.org/10.1016/j.learninstruc.2007.04.001

q3 · i? · causal · r2

Three-level multilevel analysis of content-coded messages from the first two discussion themes, contrasting the five assigned roles with the no-role reference category. The summariser estimate was 0.321 (p < .001); the article reports the other four roles did not differ significantly from the intercept of 1.377.

"However, students with the role of summariser post messages with a significantly higher mean level of knowledge construction (mean = 1.377 + 0.321 = 1.698, χ² = 32.376, df = 1, p < .001)."

Discussion¶

Related Claims¶

• In knowledge-construction content analysis data from discussion groups, the largest share of variance lies at the message level, with only small between-group and between-student variance. — related
• Messages merely mentioning sources, containing organisational moderating, or introducing new points reflect significantly lower levels of knowledge construction, while discussing sources shows no significant difference. — related
• Messages mentioning or discussing theory, containing minor or extensive summaries, or including content moderating reflect significantly higher levels of knowledge construction. — related