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 journalArticleAcademicpeer-review

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 languageEnglish
Pages (from-to)165-184
Number of pages20
JournalInternational Journal of Computer-Supported Collaborative Learning
Volume14
Issue number2
Early online date24 Jun 2019
DOIs
Publication statusPublished - Jun 2019

Fingerprint

conversation
Bearings (structural)
Students
discourse
Education
collective knowledge
social indicators
student
uncertainty
teacher
knowledge
education
Uncertainty

Keywords

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

Cite this

@article{7592403adbc643cf84c9334ac14b05a6,
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 = "Expression of uncertainty, Follow-up, Knowledge building communities, Knowledge building discourse acts, Socio-cognitive openness, CONSTRUCTION, COMMUNITIES, POSITIONS, LANGUAGE, STANCE",
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Socio-cognitive openness in online knowledge building discourse : does openness keep conversations going? / van Heijst, Hennie; de Jong, F.P.C.M.; van Aalst, Jan; de Hoog, Natascha; Kirschner, Paul A.

In: International Journal of Computer-Supported Collaborative Learning, Vol. 14, No. 2, 06.2019, p. 165-184.

Research output: Contribution to journalArticleAcademicpeer-review

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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.

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