Assigning roles to individual students can influence the group's knowledge construction (KC) process during online discussions. Twenty-one students were divided into two groups and assigned rotating roles for eight one-week asynchronous online discussions. The KC contributions of all 252 posts in the discussion were coded using a five phase scheme and statistical discourse analysis was applied to identify segments of discussion characterized by particular aspects of KC plus "pivotal posts"--those posts which initiated new segments of discussion. Finally, the influences of assigned student roles on pivotal posts and KC were modeled. The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments: the first dominated by a lower KC phase, the second dominated by a higher KC phase. The pivotal posts that initiated later segments were often contributed mid-discussion by students playing one of two summarizing roles (Synthesizer and Wrapper). Copyright © 2012 IEEE.
|Title of host publication||Proceedings of the 45th Annual Hawaii International Conference on System Sciences|
|Editors||Ralph H. Jr. SPRAGUE|
|Place of Publication||Maui|
|Publisher||IEEE Computer Society|
|ISBN (Print)||9781457719257, 9780769545257|
|Publication status||Published - 2012|
CitationWise, A. F., & Chiu, M. M. (2012). Statistical discourse analysis of a role-based online discussion forum: Patterns of knowledge construction. In R. H. Sprague, Jr. (Ed.) Proceedings of the 45th Annual Hawaii International Conference on System Sciences (pp. 3378-3386). Maui: IEEE Computer Society.
- Role taking
- Quantitative analysis of CSCL
- Temporal analysis
- Multilevel modeling
- Content analysis
- Computer mediated communication
- Asynchronous discussion groups