Life history of a topic in an online discussion: a complex systems theory perspective on how one message attracts class members to create meaning collaboratively.

doi:10.1007/s11412-017-9255-9

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Field	Value
Title:	Life history of a topic in an online discussion: a complex systems theory perspective on how one message attracts class members to create meaning collaboratively.
Authors:	Vogler, Jane S.;Schallert, Diane L.;Jordan, Michelle E.;Song, Kwangok;Sanders, Anke J. Z.;Chiang, Yueh-hui Yan Te;Lee, Ji-Eun;Park, Jeongbin Hannah;Yu, Li-Tang 江玥慧 Chiang, Yueh-hui Yan Te
Contributors:	資科系
Keywords:	Computer-supported collaborative learning; Complex adaptive systems ; Online discourse ; Meaning making
Date:	2017-06
Issue Date:	2018-08-06 17:22:36 (UTC+8)
Abstract:	Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community, we analyzed how a group of students introduced, sustained, and eventually let go of one topic while participating in a classroom discussion that took place in a CSCL environment. Our purpose was to examine a single posted message’s influence not only through the responses it garnered, but also by how individuals reacted to it intellectually. Participants were eight students and their teacher in a graduate-level seminar. Data sources included the online discussion’s final transcript, screen-captured recordings of each participant’s computer screen, video recordings of participants’ actions, and observation notes. Our analyses revealed three key understandings: (a) the interdependencies of process and content are manifestations of the complex development of co-created understandings in computer-supported discussions, (b) private individual processes and particular meanings co-mingle in a social space to create publicly shared experiences, and (c) the importance of attending to the content was shown in the details of a topic’s incipience, its developing “mid-life,” and how factors conspired to its end. These findings help illustrate how co-created meaning-making experiences emerge in a system through interactions among individual agents, suggesting ways instructors may work to foster student learning in CSCL contexts.
Relation:	International Journal of Computer-Supported Collaborative Learning, Vol.12, No.2, pp.173-194
Data Type:	article
DOI:	https://doi.org/10.1007/s11412-017-9255-9

DCField	Value	Language
dc.contributor (Contributor)	資科系	-
dc.creator (Authors)	Vogler, Jane S.;Schallert, Diane L.;Jordan, Michelle E.;Song, Kwangok;Sanders, Anke J. Z.;Chiang, Yueh-hui Yan Te;Lee, Ji-Eun;Park, Jeongbin Hannah;Yu, Li-Tang	en_US
dc.creator (Authors)	江玥慧	zh_TW
dc.creator (Authors)	Chiang, Yueh-hui Yan Te	en_US
dc.date (Date)	2017-06	-
dc.date.accessioned	2018-08-06 17:22:36 (UTC+8)	-
dc.date.available	2018-08-06 17:22:36 (UTC+8)	-
dc.date.issued (Issue Date)	2018-08-06 17:22:36 (UTC+8)	-
dc.identifier.uri (URI)	http://nccur.lib.nccu.edu.tw/handle/140.119/119200	-
dc.description.abstract (Abstract)	Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community, we analyzed how a group of students introduced, sustained, and eventually let go of one topic while participating in a classroom discussion that took place in a CSCL environment. Our purpose was to examine a single posted message’s influence not only through the responses it garnered, but also by how individuals reacted to it intellectually. Participants were eight students and their teacher in a graduate-level seminar. Data sources included the online discussion’s final transcript, screen-captured recordings of each participant’s computer screen, video recordings of participants’ actions, and observation notes. Our analyses revealed three key understandings: (a) the interdependencies of process and content are manifestations of the complex development of co-created understandings in computer-supported discussions, (b) private individual processes and particular meanings co-mingle in a social space to create publicly shared experiences, and (c) the importance of attending to the content was shown in the details of a topic’s incipience, its developing “mid-life,” and how factors conspired to its end. These findings help illustrate how co-created meaning-making experiences emerge in a system through interactions among individual agents, suggesting ways instructors may work to foster student learning in CSCL contexts.	en_US
dc.format.extent	704823 bytes	-
dc.format.mimetype	application/pdf	-
dc.relation (Relation)	International Journal of Computer-Supported Collaborative Learning, Vol.12, No.2, pp.173-194	-
dc.subject (Keywords)	Computer-supported collaborative learning; Complex adaptive systems ; Online discourse ; Meaning making	en_US
dc.title (Title)	Life history of a topic in an online discussion: a complex systems theory perspective on how one message attracts class members to create meaning collaboratively.	en_US
dc.type (Data Type)	article	-
dc.identifier.doi (DOI)	10.1007/s11412-017-9255-9	-
dc.doi.uri	https://doi.org/10.1007/s11412-017-9255-9	-

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