Epistemic Activities and Collaborative Learning: Towards an Analytical Model for Studying Knowledge Construction in Networked Learning Settings

Autor/in	Zenios, Maria
Titel	Epistemic Activities and Collaborative Learning: Towards an Analytical Model for Studying Knowledge Construction in Networked Learning Settings
Quelle	In: Journal of Computer Assisted Learning, 27 (2011) 3, S.259-268 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00394.x
Schlagwörter	Socialization; Computer Mediated Communication; Models; Cooperative Learning; Graduate Study; Discussion (Teaching Technique); Distance Education; Case Studies; Interviews; Learning Processes; Web Based Instruction + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Computerkonferenz; Analogiemodell; Kooperatives Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Learning process; Lernprozess; Web Based Training
Abstract	The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the grounding of theory on social learning by using triangulation of evidence from online discussions and seven semi-structured interviews. The analytical model that emerges, distinguishes a set of moves that serve understanding negotiation of meaning and co-construction of knowledge in online discussion. The findings of the study suggest that knowledge advancement processes can be understood as part of identifying key strategies in the form of online epistemic activities for postgraduate learners in a networked learning context. The paper offers a conceptual account for researching knowledge construction in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10