Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks
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| Title: | Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks |
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| Language: | English |
| Authors: | Tirado, Ramon, Aguaded, Ignacio, Hernando, Angel |
| Source: | Online Submission. 2011 2(1):115-146. |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Asynchronous Communication, Computer Mediated Communication, Discussion, Social Networks, Integrated Learning Systems, Web Based Instruction, Network Analysis, Discourse Analysis, Case Studies, College Students, College Instruction, Instructional Effectiveness, Cooperative Learning, Learning Processes, Group Activities, Communication Strategies, Social Work, Practicums, Educational Technology, Caseworker Approach |
| Geographic Terms: | Spain |
| Abstract: | This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the relevance of many-to-many communication in collective case resolution in asynchronous writing contexts. Two cases were selected for the experience, and two analytical approaches were adopted: discourse analysis and social network analysis. The results show that in the Case A group, where speech occurrence was less prevalent, the social network analysis markers show considerable cohesion and low levels of network centrality. By contrast, speech prevalence was greater in the Case B group and the network centrality markers were higher, although the group was less cohesive. These results lead to the hypothesis that many-to-many communication is more important in collective knowledge generation processes than dyadic or triadic communication. (Contains 6 figures and 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2013 |
| Accession Number: | ED543081 |
| Database: | ERIC |
| Abstract: | This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the relevance of many-to-many communication in collective case resolution in asynchronous writing contexts. Two cases were selected for the experience, and two analytical approaches were adopted: discourse analysis and social network analysis. The results show that in the Case A group, where speech occurrence was less prevalent, the social network analysis markers show considerable cohesion and low levels of network centrality. By contrast, speech prevalence was greater in the Case B group and the network centrality markers were higher, although the group was less cohesive. These results lead to the hypothesis that many-to-many communication is more important in collective knowledge generation processes than dyadic or triadic communication. (Contains 6 figures and 4 tables.) |
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