Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks

Autor/inn/en	Tirado, Ramon; Aguaded, Ignacio; Hernando, Angel
Titel	Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks
Quelle	2 (2011) 1, S.115-146 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Asynchronous Communication; Computer Mediated Communication; Discussion; Social Networks; Integrated Learning Systems; Web Based Instruction; Network Analysis; Discourse Analysis; Case Studies; College Students; College Instruction; Instructional Effectiveness; Cooperative Learning; Learning Processes; Group Activities; Communication Strategies; Social Work; Practicums; Educational Technology; Caseworker Approach; Spain + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Diskussion; Social network; Soziales Netzwerk; Web Based Training; Netzplantechnik; Diskursanalyse; Case study; Fallstudie; Case Study; Collegestudent; Hochschullehre; Unterrichtserfolg; Kooperatives Lernen; Learning process; Lernprozess; Gruppenaktivität; Kommunikationsstrategie; Soziale Arbeit; Practicum; Praktikum; Praktika; Unterrichtsmedien; Spanien
Abstract	This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the relevance of many-to-many communication in collective case resolution in asynchronous writing contexts. Two cases were selected for the experience, and two analytical approaches were adopted: discourse analysis and social network analysis. The results show that in the Case A group, where speech occurrence was less prevalent, the social network analysis markers show considerable cohesion and low levels of network centrality. By contrast, speech prevalence was greater in the Case B group and the network centrality markers were higher, although the group was less cohesive. These results lead to the hypothesis that many-to-many communication is more important in collective knowledge generation processes than dyadic or triadic communication. (Contains 6 figures and 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10