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

Hennie van Heijst; Frank P.C.M. de Jong; Jan Cornelis Wouterus 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^* (Corresponding Author), Frank P.C.M. de Jong, Jan Cornelis Wouterus van Aalst, Natascha de Hoog, Paul A. Kirschner

^*Corresponding author for this work

ELAN Teacher Development

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

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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® 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

UT-Hybrid-D

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10.1007/s11412-019-09303-4Licence: CC BY

Heijst 2019Final published version, 961 KBLicence: CC BY

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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{\textregistered} 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{\textquoteright} contributions were more social in nature and had less follow-up compared to students{\textquoteright} 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 throughlinking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.",

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Socio-cognitive openness in online knowledge building discourse: Does openness keep conversations going? / van Heijst, Hennie (Corresponding Author); de Jong, Frank P.C.M.; van Aalst, Jan Cornelis Wouterus et al.
In: International journal of computer-supported collaborative learning, Vol. 14, No. 2, 06.2019, p. 165-184.

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

TY - JOUR

T1 - Socio-cognitive openness in online knowledge building discourse

T2 - Does openness keep conversations going?

AU - van Heijst, Hennie

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

AU - van Aalst, Jan Cornelis Wouterus

AU - de Hoog, Natascha

AU - Kirschner, Paul A.

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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® 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 throughlinking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

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

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Keywords

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