Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms

Zhu, Xinran; Shui, Hong; Chen, Bodong

doi:10.1016/j.iheduc.2023.100919

Cited by 9 publications

(3 citation statements)

References 66 publications

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“…Although prior work has documented various ways to scaffold online discussions, such as adopting questioning and participation roles strategies (K.-Z. Chen & Yeh, 2021;Wang, 2005;Wise et al, 2012;Zhu et al, 2023), this study suggests it might be fruitful to also help learners attend to not only posts at the top of the feed (Hewitt, 2005). Insights revealed by REM suggest various ways to facilitate peer interaction.…”

Section: Discussionmentioning

confidence: 80%

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Chen,

Poquet

2023

AJET

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Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activities. In the relational event models, we incorporated multiple factors including participant characteristics, network formation mechanisms and immediate participation shifts. Results indicated that the instructor was more likely to initiate interactions but less likely to receive responses. Popularity, activity and familiarity established in prior relational events positively affected future events. Immediate participation shifts such as local popularity, immediate reciprocation and activity bursts also played a positive role. The study highlights the importance of considering multiple factors when examining online discussions, demonstrates the utility of relational event modelling for analysing online interaction and contributes empirical insights into student interaction in online discussions. Implications for practice or policy: Supporting online discussions in college classrooms requires instructors to consider multiple actors including pedagogical designs, technological affordances, learner characteristics and social dynamics. Educators could go beyond simply counting student posts to paying attention to how students interact at a micro level. Educators and instructional designers could pay attention to socio-temporal dynamics in online discussions and evaluate whether emerging dynamics in a particular course are desirable and conducive to student learning.

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Section: Discussionmentioning

confidence: 80%

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Chen,

Poquet

2023

AJET

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“…Unlike a post in a traditional discussion forum, a student annotation anchors a discussion to their original context, making the discussion more specific and focused (Sun & Gao, 2017). A growing body of research has investigated the design and implementation of social annotation activities in classrooms (Andrews et al, 2019;Chen, 2019;Hollett & Kalir, 2017;Zhu et al, 2023). Studies suggest that social annotation, utilized across education levels, could help in processing domain-specific knowledge, promoting argumentation and literacy skills development, supporting assessment, and connecting online learning spaces (Zhu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Expansive framing encourages students to relate their immediate learning experiences to broader contexts and future applications and offers support for productive conversation and knowledge transfer. In a separate study, Zhu et al (2023) developed a scaffolding framework with predefined participation roles (including facilitator, synthesizer, and summarizer) for learners to play each week to improve their social interaction and cognitive engagement. These efforts have demonstrated the prospects of infusing theories of learning and collaboration in the design of social annotation activities.…”

Section: Introductionmentioning

confidence: 99%

Bridging Social Annotation Practice with Perspectives from the Learning Sciences and CSCL

Zhu,

Jung,

Chen

et al. 2024

Preprint

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Social annotation has emerged as an important approach to supporting students’ social interaction and collaborative knowledge building in the classroom. Despite great interest among practitioners and a growing body of literature, social annotation activities are often guided by practical intuitions rather than informed by theories of learning and technology- supported collaboration. To strengthen social annotation practice, more work is needed to explore the systematic application of rich theories of learning and collaboration in this context. The proposed hybrid symposium aims to engage learning scientists, CSCL researchers, and stakeholders in productive dialogues to explore the integration of social annotation as a complex practice that can benefit from meaningful application of theories, explicit consideration of learning constructs, and careful design of technological and analytical support. The symposium will both contribute to social annotation practice in the classroom and help learning scientists and CSCL researchers in achieving broader impacts in the education system.

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Why do students reply? Uncovering the socio-semantic entanglement in web annotation activities

Chen,

Chen

2023

Educ Inf Technol

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Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms

Cited by 9 publications

References 66 publications

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Bridging Social Annotation Practice with Perspectives from the Learning Sciences and CSCL

Why do students reply? Uncovering the socio-semantic entanglement in web annotation activities

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