scholarly journals Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

2021 ◽  
Vol 13 (14) ◽  
pp. 8045
Author(s):  
Yuqin Yang ◽  
Jan van Aalst ◽  
Carol Chan
Keyword(s):  
Conceptual Development ◽  
Knowledge Building ◽  
Online Discussions ◽  
Online Discourse ◽  
Collaborative Reflection ◽  
Framework Analysis ◽  
Reflective Assessment ◽  
Collaborative Tools ◽  
Teacher Researcher ◽  
Further Development

This study examines the problem of the fragmentation of asynchronous online discourse by using the Knowledge Connection Analyzer (KCA) framework and tools and explores how students could use the KCA data in classroom reflections to deepen their knowledge building (KB) inquiry. We applied the KCA to nine Knowledge Forum® (KF) databases to examine the framework, identify issues with online discourse that may inform further development, and provide data on how the tools work. Our comparisons of the KCA data showed that the databases with more sophisticated teacher–researcher co-design had higher KCA indices than those with regular KF use, validating the framework. Analysis of KF discourse using the KCA helped identify several issues including limited collaboration among peers, underdeveloped practices of synthesizing and rising above of collective ideas, less analysis of conceptual development of discussion threads, and limited collaborative reflection on individual contribution and promising inquiry direction. These issues that open opportunities for further development cannot be identified by other present analytics tools. The exploratory use of the KCA in real classroom revealed that the KCA can support students’ productive reflective assessment and KB. This study discusses the implications for examining and scaffolding online discussions using the KCA assessment framework, with a focus on collective perspectives regarding community knowledge, synthesis, idea improvement, and contribution to community understanding.

scholarly journals Validation of the integrative model of adjustment to chronic conditions: Applicability to adult-onset epilepsy

2019 ◽  
Vol 6 (2) ◽  
pp. 205510291988429 ◽  
Author(s):  
LD Hammond ◽  
AP Farrington ◽  
S Kılınç
Keyword(s):  
Psychosocial Adjustment ◽  
Chronic Conditions ◽  
Phenomenological Study ◽  
Clinical Intervention ◽  
Integrative Model ◽  
Adult Onset ◽  
Framework Analysis ◽  
Original Contribution ◽  
Further Development

Adapting to life with adult-onset epilepsy is a challenge and there is a need for better interventions to support people, who have difficulty with psychosocial adjustment to the condition. The integrative model of adjustment to chronic conditions was developed for type 2 diabetes. This study aimed to demonstrate the applicability of the model to adult-onset epilepsy and thus make an original contribution to the development of relevant interventions. Qualitative data from a previous phenomenological study on the experience of adult-onset epilepsy were mapped onto the integrative model of adjustment to chronic conditions using framework analysis. Ten of the original 39 datasets were selected. All 10 datasets were from females diagnosed with epilepsy within 5 years before participation in the original study. The results demonstrated applicability of the integrative model of adjustment to chronic conditions after minor revisions to the model. These findings support further development of the integrative model of adjustment to chronic conditions for use as a clinical intervention for people with adult-onset epilepsy.

scholarly journals GENDER AND ONLINE DISCOURSE IN THE PRINCIPLES OF ECONOMICS

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Duane B. Graddy
Keyword(s):  
Gender Differences ◽  
Online Learning ◽  
Social Norms ◽  
Social Isolation ◽  
Learning Process ◽  
Null Hypothesis ◽  
Online Discussions ◽  
Male Students ◽  
Online Environment ◽  
Online Discourse

Collaboration is the heart of online learning. Interaction among course participants brings excitement to the online environment and creates knowledge as a group activity. Impediments to active collaboration reduce group, as well as individual, potentialities. Past studies of online discussions have found differences in the style of female and male conversations that could impede the learning process. The conversational styles of female and male students in two online principles of economics classes were analyzed in the present study. The null hypothesis posited no difference in the styles of online discourse between female and male students. The null hypothesis was rejected, implying gender differences inconversational styles. The tone of male postings was more optimistic than the tone of female postings. Female conversations used words revealing social isolation and the rejection of social norms. The paper also discussed the issue of the male X-factor in the principles of economics from a sociolinguistic perspective.

scholarly journals Climate change adaptation frameworks: an evaluation of plans for coastal, Suffolk, UK

2015 ◽  
Vol 3 (6) ◽  
pp. 4059-4094
Author(s):  
J. Armstrong ◽  
R. Wilby ◽  
R. J. Nicholls
Keyword(s):  
Climate Change ◽  
Risk Assessment ◽  
Climate Change Adaptation ◽  
Stakeholder Engagement ◽  
Online Survey ◽  
Climate Model ◽  
Economic Knowledge ◽  
Framework Analysis ◽  
Further Development

Abstract. This paper asserts that three principal frameworks for climate change adaptation can be recognised in the literature: Scenario-Led (SL), Vulnerability-Led (VL) and Decision–Centric (DC) frameworks. A criterion is developed to differentiate these frameworks in recent adaptation projects. The criterion features six key hallmarks as follows: (1) use of climate model information; (2) analysis metrics/units; (3) socio-economic knowledge; (4) stakeholder engagement; (5) adaptation implementation mechanisms; (6) tier of adaptation implementation. The paper then tests the validity of this approach using adaptation projects on the Suffolk coast, UK. Fourteen adaptation plans were identified in an online survey. They were analysed in relation to the hallmarks outlined above and assigned to an adaptation framework. The results show that while some adaptation plans are primarily SL, VL or DC, the majority are hybrid showing a mixture of DC/VL and DC/SL characteristics. Interestingly, the SL/VL combination is not observed, perhaps because the DC framework is intermediate and attempts to overcome weaknesses of both SL and VL approaches. The majority (57 %) of adaptation projects generated a risk assessment or advice notes. Further development of this type of framework analysis would allow better guidance on approaches for organisations when implementing climate change adaptation initiatives, and other similar proactive long-term planning.

scholarly journals Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses

2009 ◽  
Vol 35 (1) ◽  
Author(s):  
Hui Niu ◽  
Jan Van Aalst
Keyword(s):  
Social Studies ◽  
Nous Avons ◽  
Knowledge Building ◽  
Online Discussions ◽  
Collaborative Group ◽  
Knowledge Forum ◽  
Nous Pensons ◽  
Tenth Grade ◽  
Use Of Knowledge ◽  
Sciences Sociales

Questions about the suitability of cognitively-oriented instructional approaches for students of different academic levels are frequently raised by teachers and researchers. This study examined student participation in knowledge-building discourse in two implementations of a short inquiry unit focusing on environmental problems. Participants in each implementation consisted of students taking a mainstream or an honours version of a tenth grade social studies course. We retrieved data about students’ actions in Knowledge Forum® (e.g., the number of notes created and the percentage of notes with links), and conducted a content analysis of the discourse by each collaborative group. We suggest the findings provide cause for optimism about the use of knowledge-building discourse across academic levels: there was moderate to strong evidence of knowledge building in both classes by Implementation 2. We end with suggestions for focusing online work more directly on knowledge building. Résumé Les enseignants et les chercheurs soulèvent fréquemment des questions quant au caractère approprié des approches pédagogiques cognitives pour les élèves de différents niveaux scolaires. La présente étude a examiné la participation des étudiants à la coélaboration des connaissances lors de la formation, à deux reprises, d’une unité d’enquête de courte durée axée sur les problèmes environnementaux. Pour chacun des deux essais, les participants étaient des élèves qui suivaient un programme d’études de dixième année, soit général, soit spécialisé en sciences sociales. Nous avons récupéré des données sur les actions des élèves dans le Knowledge Forum (par exemple, le nombre de notes créées et le pourcentage de notes avec des liens) et nous avons analysé le contenu du discours de chaque groupe de collaboration. Nous pensons que les résultats incitent à l’optimisme et qu’il est possible de parler de coélaboration des connaissances entre les niveaux scolaires : des données probantes moyennement rigoureuses ou rigoureuses montrant la coélaboration des connaissances ont été obtenues dans les deux classes lors du deuxième essai. Nous concluons avec des suggestions pour orienter plus directement les travaux en ligne sur la coélaboration de connaissances.

scholarly journals Climate change adaptation frameworks: an evaluation of plans for coastal Suffolk, UK

2015 ◽  
Vol 15 (11) ◽  
pp. 2511-2524 ◽  
Author(s):  
J. Armstrong ◽  
R. Wilby ◽  
R. J. Nicholls
Keyword(s):  
Climate Change ◽  
Risk Assessment ◽  
Climate Change Adaptation ◽  
Stakeholder Engagement ◽  
Online Survey ◽  
Climate Model ◽  
Economic Knowledge ◽  
Framework Analysis ◽  
Further Development

Abstract. This paper asserts that three principal frameworks for climate change adaptation can be recognised in the literature: scenario-led (SL), vulnerability-led (VL) and decision-centric (DC) frameworks. A criterion is developed to differentiate these frameworks in recent adaptation projects. The criterion features six key hallmarks as follows: (1) use of climate model information; (2) analysis of metrics/units; (3) socio-economic knowledge; (4) stakeholder engagement; (5) adaptation of implementation mechanisms; (6) tier of adaptation implementation. The paper then tests the validity of this approach using adaptation projects on the Suffolk coast, UK. Fourteen adaptation plans were identified in an online survey. They were analysed in relation to the hallmarks outlined above and assigned to an adaptation framework. The results show that while some adaptation plans are primarily SL, VL or DC, the majority are hybrid, showing a mixture of DC/VL and DC/SL characteristics. Interestingly, the SL/VL combination is not observed, perhaps because the DC framework is intermediate and attempts to overcome weaknesses of both SL and VL approaches. The majority (57 %) of adaptation projects generated a risk assessment or advice notes. Further development of this type of framework analysis would allow better guidance on approaches for organisations when implementing climate change adaptation initiatives, and other similar proactive long-term planning.

scholarly journals Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

2020 ◽  
Vol 51 (4) ◽  
pp. 1136-1154 ◽  
Author(s):  
Yuqin Yang ◽  
Qianqian Chen ◽  
Yawen Yu ◽  
Xueqi Feng ◽  
Jan Aalst
Keyword(s):  
Knowledge Building ◽  
Reflective Assessment ◽  
Epistemic Agency

scholarly journals Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

2019 ◽  
Vol 3 (02) ◽  
pp. 9-23
Author(s):  
Maimoona Salam ◽  
Dayang Hanani Abang Ibrahim ◽  
Dayang Nurfatimah Awang I Skandar
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Knowledge Building ◽  
Design Science ◽  
Learning Experience ◽  
Science Research ◽  
The Body ◽  
Academic Learning ◽  
Collaborative Reflection ◽  
Reflection Model

Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building. Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning.

scholarly journals Constructive journalism: Concepts, practices, and discourses

Journalism ◽  
2018 ◽  
Vol 20 (4) ◽  
pp. 492-503 ◽  
Author(s):  
Jelle Mast ◽  
Roel Coesemans ◽  
Martina Temmerman
Keyword(s):  
Nonprofit Organizations ◽  
News Media ◽  
Large Scale ◽  
Conceptual Development ◽  
Research Field ◽  
International Body ◽  
The Subject ◽  
Advance Theory ◽  
Further Development ◽  
Constructive Journalism

Constructive journalism as a (news) philosophy and practice is gaining ground around the globe as both new journalistic ventures and legacy news media variously experiment with so-called ‘constructive’ approaches, and specialized (nonprofit) organizations and training programs have been established. While scholarly interest in the subject has steadily grown accordingly, constructive journalism as a research field in its own right is arguably still in need of further development. Therefore, we set out to explore, advance, and shape a research agenda, and to build a theoretical and empirical foundation for constructive journalism, providing a 360° view by bringing together an international body of scholarship approaching the topic and the issues raised through different disciplinary, conceptual, and methodological lenses. As such, we aim, first, to contribute to the conceptual development of constructive journalism by refining its roots in positive psychology and carefully delineating its position along related and divergent types of journalism, identifying its core values and principles, the lineages and digressions. Second, we seek to advance theory building in this nascent research domain based on empirical data and insights variously derived from quantitative and qualitative methodological approaches exploring, describing, and testing through large-scale or in-depth analyses, how constructive journalism can be interpreted and put in practice, how it materializes and with what effect. In doing so, we adopt an overall stance of ‘critical appreciation’ toward the subject, engaging in foundational thinking while not shying away from an assessment of the potential and effective critique or controversy stirred by this proliferating ‘alternative’ branch of journalism.

Sign in / Sign up

Export Citation Format

Share Document