Written media afford simultaneous production and comprehension, which pairs appropriate to manage multiple discussion threads¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Unlike the alternating exchange postulated by conversation models, partners frequently contributed to the workspace simultaneously and maintained multiple active threads. → Nathan Dwyer & Daniel D. Suthers 2006 q2 i? Participants read partially completed contributions and started replies before the partner finished writing. → Nathan Dwyer & Daniel D. Suthers 2006 (2)

Evidence¶

Nathan Dwyer & Daniel D. Suthers 2006¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

Video analysis of the six sessions; the authors observe that partners "frequently contributed to the workspace simultaneously," with pairs using separate cards or sheet areas for concurrent threads.

"Unlike the alternating exchange of contributions postulated by models of face-to-face conversation (Gerbner, 1956; Jakobson, 1960), partners frequently contributed to the workspace simultaneously."

Nathan Dwyer & Daniel D. Suthers 2006 (2)¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

In the same observational analysis, the S2 and S6 pairs exploited the speed asymmetry of reading versus writing: they "would frequently read their partner ’s partially completed contribution and then start writing a reply."

"Since reading the contribution took much less time than writing it, the S2 and S6 participants would frequently read their partner ’s partially completed contribution and then start writing a reply."

Discussion¶

Related Claims¶

• The acknowledgment rate — how often partners give feedback of having perceived, understood, and accepted contributions — varies according to the medium and the content of interactions — related
• In a networked second-language classroom, different small groups of students evolve alternative approaches to appropriating a representational tool during collaborative L2 writing — related
• Pairs managed mutual awareness through spatial and temporal affordances and developed attention-getting protocols finer-grained than turn-taking — related
• Dyads collaborating via flexible written paper media exhibit invariant communicative practices across media, participants and topics — a broader claim this one bears on