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Published on: October 28, 2020
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Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses.
1Faculty of Education, The University of Hong Kong, 323 Runme Shaw Building, Pokfulam Road, Hong Kong, SAR China.
International Journal of Computer-Supported Collaborative Learning
|March 28, 2020
Summary
Students engaged in knowledge-creation discourse achieved better collaborative summaries. This study differentiates knowledge sharing, construction, and creation in online learning environments to foster deeper understanding.
Area of Science:
- Educational Technology
- Learning Sciences
- Computer-Mediated Communication
Background:
- The knowledge-creation model requires specific discourse patterns for effective online learning.
- Asynchronous computer-mediated discourse needs clear articulation to support collaborative knowledge building.
- Understanding different discourse modes is crucial for educational interventions.
Purpose of the Study:
- To articulate and differentiate three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation.
- To analyze secondary students' online discourse in relation to Carl Bereiter and Marlene Scardamalia's knowledge-creation model.
- To identify discourse patterns associated with varying levels of collaborative knowledge advancement.
Main Methods:
- Applied a coding scheme to analyze asynchronous online discourses of four student groups (40 participants) studying Severe Acute Respiratory Syndrome (SARS).
- Examined student interactions within the Knowledge Forum platform, focusing on pretests and collaborative summary notes.
- Correlated discourse modes with the quality of collective knowledge advances as self-assessed and reflected in summary notes.
Main Results:
- The group producing the highest-quality summary note exhibited a threshold knowledge-creation discourse.
- One group demonstrated a knowledge-sharing discourse, while two groups presented hybrid discourses combining all three modes.
- Significant differences in summary note performance were observed, linked to the predominant discourse mode.
Conclusions:
- Knowledge-creation discourse is a key factor in achieving superior collaborative knowledge advancement in online learning environments.
- Distinguishing between knowledge sharing, construction, and creation provides a framework for analyzing and improving online collaborative learning.
- Strategies can be developed to cultivate knowledge-creation discourse, enhancing educational outcomes in computer-mediated learning.
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