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Article: Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

TitleDistinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
Authors
KeywordsArgumentation
Constructivism
Knowledge building
Knowledge creation
Knowledge sharing
Issue Date2009
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true
Citation
International Journal Of Computer-Supported Collaborative Learning, 2009, v. 4 n. 3, p. 259-287 How to Cite?
AbstractThe study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. © The Author(s) 2009.
Persistent Identifierhttp://hdl.handle.net/10722/144953
ISSN
2015 Impact Factor: 2.2
2015 SCImago Journal Rankings: 1.641
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorvan Aalst, Jen_HK
dc.date.accessioned2012-02-21T05:44:55Z-
dc.date.available2012-02-21T05:44:55Z-
dc.date.issued2009en_HK
dc.identifier.citationInternational Journal Of Computer-Supported Collaborative Learning, 2009, v. 4 n. 3, p. 259-287en_HK
dc.identifier.issn1556-1607en_HK
dc.identifier.urihttp://hdl.handle.net/10722/144953-
dc.description.abstractThe study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. © The Author(s) 2009.en_HK
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=trueen_HK
dc.relation.ispartofInternational Journal of Computer-Supported Collaborative Learningen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectArgumentationen_HK
dc.subjectConstructivismen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectKnowledge creationen_HK
dc.subjectKnowledge sharingen_HK
dc.titleDistinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discoursesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4551/resserv?sid=springerlink&genre=article&atitle=Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses&title=International Journal of Computer-Supported Collaborative Learning&issn=15561607&date=2009-09-01&volume=4&issue=3& spage=259&authors=Jan van Aalsten_US
dc.identifier.emailvan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityvan Aalst, J=rp00965en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11412-009-9069-5en_HK
dc.identifier.scopuseid_2-s2.0-70350070751en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70350070751&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume4en_HK
dc.identifier.issue3en_HK
dc.identifier.spage259en_HK
dc.identifier.epage287en_HK
dc.identifier.eissn1556-1615en_US
dc.identifier.isiWOS:000270202600003-
dc.publisher.placeUnited Statesen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridvan Aalst, J=12783832200en_HK
dc.identifier.citeulike4934739-

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