The Effects of a Visible-Annotation Tool for Sequential Knowledge Construction on Discourse Patterns and Collaborative Outcomes

Autor/inn/en	Shin, Yoonhee; Jung, Jaewon
Titel	The Effects of a Visible-Annotation Tool for Sequential Knowledge Construction on Discourse Patterns and Collaborative Outcomes
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 4, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Discourse Analysis; Problem Solving; Sentences; Documentation; Outcomes of Education; Lesson Plans; Task Analysis; Cooperative Learning; Computer Assisted Instruction; Undergraduate Students; Educational Technology; Course Descriptions; Cognitive Ability; Foreign Countries; Online Courses; Computer Mediated Communication; Content Analysis; South Korea + Suchen Sie Ihr Suchwort? Diskursanalyse; Problemlösen; Sentence analysis; Satzanalyse; Dokumentation; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Aufgabenanalyse; Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Kursstrukturplan; Denkfähigkeit; Ausland; Online course; Online-Kurs; Computerkonferenz; Inhaltsanalyse; Korea; Republik
Abstract	This study aimed to explore learners' discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of representation function to guide sharing activities (word-based function (W) and sentence-based function (S)). All three groups performed sharing activities during the same period. After completing these, the participants carried out a lesson-planning task in pairs during the problem-solving phase. All annotations across three learning phases were categorised to investigate discourse patterns. The findings revealed that Group MWOS, provided with M based on W and O based on S, had the most effective knowledge construction process, showing sequential discourse patterns. In addition, differences in discourse patterns among groups positively influenced the level of collaborative outcomes (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01