| dc.contributor | 資科系 | - |
| dc.creator (作者) | 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 | en_US |
| dc.creator (作者) | 江玥慧 | zh_TW |
| dc.creator (作者) | Chiang, Yueh-hui Yan Te | en_US |
| dc.date (日期) | 2017-06 | - |
| dc.date.accessioned | 6-八月-2018 17:22:36 (UTC+8) | - |
| dc.date.available | 6-八月-2018 17:22:36 (UTC+8) | - |
| dc.date.issued (上傳時間) | 6-八月-2018 17:22:36 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/119200 | - |
| dc.description.abstract (摘要) | 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. | en_US |
| dc.format.extent | 704823 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | International Journal of Computer-Supported Collaborative Learning, Vol.12, No.2, pp.173-194 | - |
| dc.subject (關鍵詞) | Computer-supported collaborative learning; Complex adaptive systems ; Online discourse ; Meaning making | en_US |
| dc.title (題名) | 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. | en_US |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.1007/s11412-017-9255-9 | - |
| dc.doi.uri (DOI) | https://doi.org/10.1007/s11412-017-9255-9 | - |
