Understanding Online Discourse Strategies for Knowledge Building Through Social Network Analysis

Abstract

Assessing the development of students’ knowledge building discourse is difficult. It would be beneficial to have clear indicators of such discourse to understand if and how it is developing. The aim of this research is to identify indicators that can monitor how the knowledge building process develops during online discussions. In particular, we analyzed university students’ discourse in an online setting oriented to knowledge building. An innovative mixed-method analysis approach was used. First, a qualitative content analysis was conducted to detect students’ discussion strategies; second, an innovative version of Social Network Analysis (SNA), called Strategy Network Analysis was applied to analyze the relations among discursive strategies and to identify the most typical ones. Results showed that the most often used strategies in the knowledge process were “developing hypothesis” and “asking questions or problems of investigation.” These were also the most effective strategies together with “expressing agreement or disagreement.”

Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching

“…The course takes a blended approach using the collaborative and constructive participation (CCP) model, developed over more than 10 years of consecutive application to several higher education courses (see Ligorio and Sansone, 2009;Ligorio and Annese, 2010;Ligorio and Cucchiara, 2011). The CCP model conceives learning as the co-construction of knowledge and aims to support students to develop new ideas through the creation of both individual and group products (Cucchiara et al, 2014). Drawing on social constructivism (Kelly, 1955;Berger and Luckman, 1966;Shotter, 1993;Potter, 1996;Gergen, 1999Gergen, , 2001Scardamalia and Bereiter, 2006), this course requires students to build knowledge through actively producing meaning, products and forms of interaction, negotiation, and social collaboration.…”

An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation

“…The model called Constructive and Collaborative Professional Participation (CCPP), was developed on the basis of more than 10 years of consecutive application in a university course called "Educational and e-learning psychology", held at the University of Bari (Ligorio & Annese, 2010;Ligorio & Cucchiara, 2011;Ligorio & Sansone, 2009). The model considers learning as a co-construction of knowledge and aims to encourage students to develop new ideas through the creation of both individual and group products (Cucchiara, Ligorio, & Fujita, 2014). The theoretical framework inspiring the course is socio-constructivism (Berger & Luckman, 1966;Gergen, 2001;Kelly, 1955;Potter, 1996;Shotter, 1993) and historical-cultural psychology (Cole, 1996;Scardamalia & Bereiter, 2006).…”

Editorial: New Educational Technologies and Their Impact on Students' Well-Being and Inclusion Process

“…They analyzed students' perceptions and lasting memories of a course delivered in a mixed modality and studied the transfer of skills and knowledge over 10 years. The course was based on the model of constructive and collaborative participation (CCP) (Cucchiara et al, 2014 ) and included activities involving each student individually or in interaction with other students. The students reported vivid memories of the teaching methods and contents of the course, but of most interest, they stated that they use the soft skills acquired during the course in their current work activities.…”