Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations

John, Blooma; Kurian, Jayan Chirayath; Chua, Alton Y. K.; Goh, Dion Hoe‐Lian; Lien, Nguyen Huong

doi:10.1016/j.compedu.2013.07.006

Cited by 31 publications

(24 citation statements)

References 42 publications

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“…Qualitative results focused on the content within the knowledge exchange, which highlighted speech acts and behavior patterns. In addition to social technologies, explicit guidance from the teacher or within the system resulted in salient occurrences of co-construction of knowledge and meaning making and exploratory talk, in which students made an effort in intersubjective orientation with their peers [3,24,25]. Noting frequency of collaboration and behavior patterns seemed to be the main focus in these studies.…”

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 95%

“…Noting frequency of collaboration and behavior patterns seemed to be the main focus in these studies. Technologies that fostered a sense of community and facilitated interactions resulted in high frequency of collaboration, learning achievement, and satisfaction [3,17,24,25,35] than technologies that did not [15,35].…”

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

“…Furthermore, survey results showed that students were generally satisfied with social CSCL tools (e.g., a mobile platform for online discussion, social question and answer service [3,17]. Qualitative results focused on the content within the knowledge exchange, which highlighted speech acts and behavior patterns.…”

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

“…The Mixed Asynchronous Cluster (Cluster 1), represents papers emphasizing asynchronous collaboration with discussion pedagogies using integrated CSCL environments and a variety of other tools such as online social network [34] mobile learning platforms [17], a social question and answer service [3], wiki technology [26], online discussion forums [15,24,35], and peer assessment tools [17,24] The technologies used in this cluster are further broken down in Table 4. As Table 3 shows, the papers in this cluster used a range of distance and blended approaches to learning along with discussions, knowledge building, problem and project-based pedagogies.…”

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

See 3 more Smart Citations

Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Hmelo‐Silver

Jeong

Faulkner³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 95%

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

Section: Cluster 1: Mixed Asynchronousmentioning

confidence: 99%

See 2 more Smart Citations

Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Hmelo‐Silver

Jeong

Faulkner³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

View full text Add to dashboard Cite

show abstract

“…In recent years, Blooma, Kurian, Chua, Goh, and Lien (2013) analyzed learner interaction in knowledge construction by reviewing knowledge, cognitive processes, and social dimensions in micro-collaborations with a social question answering (SQA) tool study. They employed the L. Anderson and Krathwohl (2001) revision of Bloom's Taxonomy to examine the knowledge and cognitive processes.…”

Section: Models To Examine Learner Interaction In Knowledge Constructionmentioning

confidence: 99%

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Luo

Clifton

2017

JITE:Research

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Aim/PurposeThe purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background Up-and-coming digital native learners crave the real-time, multimedia, globalinterconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter's classroom integration for designers and practitioners without bundling it in with other social media tools. MethodologyThis semester-long study utilized a case-study research design via a multidimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. ContributionThe findings shed light on the process of knowledge construction in microblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. FindingsThere are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Examining Collaborative Knowledge Construction 366 Recommendations for PractitionersThe three central activities (exploring hashtags, discussion topics, and participating in live chats) along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society Microblogging allows learners omnichannel access while hashtags can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future ResearchFuture research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges.

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Improving Student Forum Responsiveness: Detecting Duplicate Questions in Educational Forums

Mohania

Zhou

Gedeon

2019

Neural Information Processing

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Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations

Cited by 31 publications

References 42 publications

Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Improving Student Forum Responsiveness: Detecting Duplicate Questions in Educational Forums

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