Abstract
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.
Highlights
Asynchronous online discussions are popular in educational settings that emphasize inquiry and collaborative knowledge construction
This paper proposes using the Knowledge Connections Analyzer (KCA) framework and analytical tools to support students to reflect on their own knowledge building (KB) to address these problems
To illustrate the main ideafor of several the analysis intended for this inquiry question in the KCA, we report the results the analysis intended for this inquiry question in the KCA, we report the results for several views on mechanics in DB7
Summary
Asynchronous online discussions are popular in educational settings that emphasize inquiry and collaborative knowledge construction. Despite high participation rates, online discussions often end prematurely [4], and different discussions in a course are unconnected. This leads to a fragmented and incoherent whole, in which many discussions are incomplete and there is little synthesis of advances across the discussion space. Coherence is especially important in approaches in which online discussion is intended to be a major and continuous mode of knowledge construction, such as the knowledge-building model of Scardamalia and Bereiter [5,6]. In knowledge building (KB), students use the Knowledge Forum® (KF)
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