Abstract
This study examines how group members’ social metacognition and new ideas in recent messages affected a current message’s positive social cue (SC) or negative SC during asynchronous, online discussions. We modeled 894 messages by 183 participants regarding 60 high school mathematics topics (typically 8 people posted per topic) on a public, informal, mathematics problem solving website not connected to any class or school (www.artofproblemsolving.com) with a statistical discourse analysis. Results showed that group members’ agreements facilitated positive SCs, while disagreements facilitated negative SCs. Meanwhile, new ideas and justifications were less likely to be accompanied by SCs. Together, these results suggest that teachers can foster student’s construction of knowledge by encouraging polite disagreements during online collaborative learning.
Original language | English |
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Publication status | Published - Jul 2011 |
Event | The 9th international conference on Computer-Supported Collaborative Learning 2011: Connecting computer-supported collaborative learning to policy and practice - The University of Hong Kong, Hong Kong, China Duration: 04 Jul 2011 → 08 Jul 2011 |
Conference
Conference | The 9th international conference on Computer-Supported Collaborative Learning 2011: Connecting computer-supported collaborative learning to policy and practice |
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Abbreviated title | CSCL 2011 |
Country/Territory | China |
City | Hong Kong |
Period | 04/07/11 → 08/07/11 |