Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings.
The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the gr...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 3; pp. 259 - 269 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the grounding of theory on social learning by using triangulation of evidence from online discussions and seven semi-structured interviews. The analytical model that emerges, distinguishes a set of moves that serve understanding negotiation of meaning and co-construction of knowledge in online discussion. The findings of the study suggest that knowledge advancement processes can be understood as part of identifying key strategies in the form of online epistemic activities for postgraduate learners in a networked learning context. The paper offers a conceptual account for researching knowledge construction in higher education. |
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