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    政大機構典藏 > 理學院 > 資訊科學系 > 期刊論文 >  Item 140.119/119200
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/119200

    Title: Life history of a topic in an online discussion: a complex systems theory perspective on how one message attracts class members to create meaning collaboratively.
    Authors: Vogler, Jane S.;Schallert, Diane L.;Jordan, Michelle E.;Song, Kwangok;Sanders, Anke J. Z.;Chiang, Yueh-hui Yan Te;Lee, Ji-Eun;Park, Jeongbin Hannah;Yu, Li-Tang
    Chiang, Yueh-hui Yan Te
    Contributors: 資科系
    Keywords: Computer-supported collaborative learning;Complex adaptive systems;Online discourse;Meaning making
    Date: 2017-06
    Issue Date: 2018-08-06 17:22:36 (UTC+8)
    Abstract: Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community, we analyzed how a group of students introduced, sustained, and eventually let go of one topic while participating in a classroom discussion that took place in a CSCL environment. Our purpose was to examine a single posted message’s influence not only through the responses it garnered, but also by how individuals reacted to it intellectually. Participants were eight students and their teacher in a graduate-level seminar. Data sources included the online discussion’s final transcript, screen-captured recordings of each participant’s computer screen, video recordings of participants’ actions, and observation notes. Our analyses revealed three key understandings: (a) the interdependencies of process and content are manifestations of the complex development of co-created understandings in computer-supported discussions, (b) private individual processes and particular meanings co-mingle in a social space to create publicly shared experiences, and (c) the importance of attending to the content was shown in the details of a topic’s incipience, its developing “mid-life,” and how factors conspired to its end. These findings help illustrate how co-created meaning-making experiences emerge in a system through interactions among individual agents, suggesting ways instructors may work to foster student learning in CSCL contexts.
    Relation: International Journal of Computer-Supported Collaborative Learning, Vol.12, No.2, pp.173-194
    Data Type: article
    DOI 連結: https://doi.org/10.1007/s11412-017-9255-9
    DOI: 10.1007/s11412-017-9255-9
    Appears in Collections:[資訊科學系] 期刊論文

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