File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Language Development and Epistemic Engagement Among Upper Elementary Students in Synchronous Computer-Mediated Communication

TitleLanguage Development and Epistemic Engagement Among Upper Elementary Students in Synchronous Computer-Mediated Communication
Authors
Keywordsepistemic engagement
language complexity
english language learners
scmc
Issue Date2019
Citation
Journal of Educational Computing Research, 2019, v. 57, n. 6, p. 1549-1574 How to Cite?
AbstractThis study examined the synchronous computer-mediated communication of 48 fifth-grade students and their teachers in a public school for large numbers of English learners during a school year. We collected all participants’ discussion threads in the first 2 months and last 2 months of the year-long activity. Students’ language complexity was assessed through descriptive statistics and content analysis of student posts. In addition, an epistemic engagement framework using a combination of top-down and bottom-up coding schemes was developed to further examine students’ collaborative engagement in knowledge construction. The results suggest that well-designed online synchronous computer-mediated communication among linguistically diverse upper elementary students is related to increased complexity in language use and sophistication in interaction.
Persistent Identifierhttp://hdl.handle.net/10722/299583
ISSN
2020 Impact Factor: 3.088
2020 SCImago Journal Rankings: 1.050
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZheng, Binbin-
dc.contributor.authorWarschauer, Mark-
dc.date.accessioned2021-05-21T03:34:43Z-
dc.date.available2021-05-21T03:34:43Z-
dc.date.issued2019-
dc.identifier.citationJournal of Educational Computing Research, 2019, v. 57, n. 6, p. 1549-1574-
dc.identifier.issn0735-6331-
dc.identifier.urihttp://hdl.handle.net/10722/299583-
dc.description.abstractThis study examined the synchronous computer-mediated communication of 48 fifth-grade students and their teachers in a public school for large numbers of English learners during a school year. We collected all participants’ discussion threads in the first 2 months and last 2 months of the year-long activity. Students’ language complexity was assessed through descriptive statistics and content analysis of student posts. In addition, an epistemic engagement framework using a combination of top-down and bottom-up coding schemes was developed to further examine students’ collaborative engagement in knowledge construction. The results suggest that well-designed online synchronous computer-mediated communication among linguistically diverse upper elementary students is related to increased complexity in language use and sophistication in interaction.-
dc.languageeng-
dc.relation.ispartofJournal of Educational Computing Research-
dc.subjectepistemic engagement-
dc.subjectlanguage complexity-
dc.subjectenglish language learners-
dc.subjectscmc-
dc.titleLanguage Development and Epistemic Engagement Among Upper Elementary Students in Synchronous Computer-Mediated Communication-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/0735633118794059-
dc.identifier.scopuseid_2-s2.0-85059089638-
dc.identifier.volume57-
dc.identifier.issue6-
dc.identifier.spage1549-
dc.identifier.epage1574-
dc.identifier.eissn1541-4140-
dc.identifier.isiWOS:000482049500009-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats