Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

Hennie van Heijst; F.P.C.M. de Jong; Jan van Aalst; Natascha de Hoog; Paul A. Kirschner

doi:10.1007/s11412-019-09303-4

Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

Hennie van Heijst^*, F.P.C.M. de Jong, Jan van Aalst, Natascha de Hoog, Paul A. Kirschner

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

6 Citations (Web of Science)

Abstract

This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum (R) databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers' contributions were more social in nature and had less follow-up compared to students' contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

Original language	English
Pages (from-to)	165-184
Number of pages	20
Journal	International Journal of Computer-Supported Collaborative Learning
Volume	14
Issue number	2
Early online date	24 Jun 2019
DOIs	https://doi.org/10.1007/s11412-019-09303-4
Publication status	Published - Jun 2019

Keywords

COMMUNITIES
CONSTRUCTION
Expression of uncertainty
Follow-up
Knowledge building communities
Knowledge building discourse acts
LANGUAGE
POSITIONS
STANCE
Socio-cognitive openness

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title = "Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?",

abstract = "This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum (R) databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers' contributions were more social in nature and had less follow-up compared to students' contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.",

keywords = "COMMUNITIES, CONSTRUCTION, Expression of uncertainty, Follow-up, Knowledge building communities, Knowledge building discourse acts, LANGUAGE, POSITIONS, STANCE, Socio-cognitive openness",

author = "{van Heijst}, Hennie and {de Jong}, F.P.C.M. and {van Aalst}, Jan and {de Hoog}, Natascha and Kirschner, {Paul A.}",

year = "2019",

month = jun,

doi = "10.1007/s11412-019-09303-4",

language = "English",

volume = "14",

pages = "165--184",

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T1 - Socio-cognitive openness in online knowledge building discourse

T2 - does openness keep conversations going?

AU - van Heijst, Hennie

AU - de Jong, F.P.C.M.

AU - van Aalst, Jan

AU - de Hoog, Natascha

AU - Kirschner, Paul A.

PY - 2019/6

Y1 - 2019/6

N2 - This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum (R) databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers' contributions were more social in nature and had less follow-up compared to students' contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

AB - This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum (R) databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers' contributions were more social in nature and had less follow-up compared to students' contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

KW - COMMUNITIES

KW - CONSTRUCTION

KW - Expression of uncertainty

KW - Follow-up

KW - Knowledge building communities

KW - Knowledge building discourse acts

KW - LANGUAGE

KW - POSITIONS

KW - STANCE

KW - Socio-cognitive openness

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DO - 10.1007/s11412-019-09303-4

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JO - International Journal of Computer-Supported Collaborative Learning

JF - International Journal of Computer-Supported Collaborative Learning

IS - 2

ER -

Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

Abstract

Keywords

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