Analysing knowledge building: usages, achievements and limits of forums at university

This paper aims to explore asynchronous communication in computer supported collaborative learning (CSCL). Thirty virtual forums are analysed in both a quantitative and a qualitative way. Quantitatively, the number of messages written, message threads and original and answer messages are counted. Qu...

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Detalles Bibliográficos
Autores: Verdú Surroca, Noemí, Sanuy Burgués, Jaume
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2012
País:España
Institución:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/46992
Acceso en línea:https://doi.org/10.1504/IJIL.2012.047308
http://hdl.handle.net/10459.1/46992
Access Level:acceso abierto
Palabra clave:Construcció del coneixement
Fòrums virtuals
Ensenyament assistit per ordinador
Anàlisi de contingut
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spelling Analysing knowledge building: usages, achievements and limits of forums at universityVerdú Surroca, NoemíSanuy Burgués, JaumeConstrucció del coneixementFòrums virtualsEnsenyament assistit per ordinadorAnàlisi de contingutThis paper aims to explore asynchronous communication in computer supported collaborative learning (CSCL). Thirty virtual forums are analysed in both a quantitative and a qualitative way. Quantitatively, the number of messages written, message threads and original and answer messages are counted. Qualitatively, the content of the notes is analysed, cataloguing these into two different levels: on the one hand, as a set of knowledge building process categories, and on the other hand, following the scaffolds that Knowledge Forum offers. The results show that both an exchange of information and a collaborative work take place. Nevertheless, the construction of knowledge is superficial.Inderscience2012info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttps://doi.org/10.1504/IJIL.2012.047308http://hdl.handle.net/10459.1/46992reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésVersió postprint del document publicat a: https://doi.org/10.1504/IJIL.2012.047308International Journal of Innovation and Learning, 2012, vol. 12, núm. 1, 9.27-40(c) Inderscience, 2012info:eu-repo/semantics/openAccessoai:repositori.udl.cat:10459.1/469922026-06-24T12:42:17Z
dc.title.none.fl_str_mv Analysing knowledge building: usages, achievements and limits of forums at university
title Analysing knowledge building: usages, achievements and limits of forums at university
spellingShingle Analysing knowledge building: usages, achievements and limits of forums at university
Verdú Surroca, Noemí
Construcció del coneixement
Fòrums virtuals
Ensenyament assistit per ordinador
Anàlisi de contingut
title_short Analysing knowledge building: usages, achievements and limits of forums at university
title_full Analysing knowledge building: usages, achievements and limits of forums at university
title_fullStr Analysing knowledge building: usages, achievements and limits of forums at university
title_full_unstemmed Analysing knowledge building: usages, achievements and limits of forums at university
title_sort Analysing knowledge building: usages, achievements and limits of forums at university
dc.creator.none.fl_str_mv Verdú Surroca, Noemí
Sanuy Burgués, Jaume
author Verdú Surroca, Noemí
author_facet Verdú Surroca, Noemí
Sanuy Burgués, Jaume
author_role author
author2 Sanuy Burgués, Jaume
author2_role author
dc.subject.none.fl_str_mv Construcció del coneixement
Fòrums virtuals
Ensenyament assistit per ordinador
Anàlisi de contingut
topic Construcció del coneixement
Fòrums virtuals
Ensenyament assistit per ordinador
Anàlisi de contingut
description This paper aims to explore asynchronous communication in computer supported collaborative learning (CSCL). Thirty virtual forums are analysed in both a quantitative and a qualitative way. Quantitatively, the number of messages written, message threads and original and answer messages are counted. Qualitatively, the content of the notes is analysed, cataloguing these into two different levels: on the one hand, as a set of knowledge building process categories, and on the other hand, following the scaffolds that Knowledge Forum offers. The results show that both an exchange of information and a collaborative work take place. Nevertheless, the construction of knowledge is superficial.
publishDate 2012
dc.date.none.fl_str_mv 2012
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1504/IJIL.2012.047308
http://hdl.handle.net/10459.1/46992
url https://doi.org/10.1504/IJIL.2012.047308
http://hdl.handle.net/10459.1/46992
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1504/IJIL.2012.047308
International Journal of Innovation and Learning, 2012, vol. 12, núm. 1, 9.27-40
dc.rights.none.fl_str_mv (c) Inderscience, 2012
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Inderscience, 2012
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Inderscience
publisher.none.fl_str_mv Inderscience
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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