Taking a Stance in the Process of Learning: Developing Perspectival Understandings Through Computer-Mediated Classroom Discussion

• In Event: Roundtable Session 14
  In Roundtable Session: Situated Discourse Processes: Developing Participation and Identity

Abstract

This study extends research on perspectival understanding (Greeno & van de Sande, 2007) by bringing the discourse work on stancetaking (Du Bois, 2007) to investigate how students express perspectives as they co-construct knowledge and negotiate meaning in online discussions. Participants were students in a hybrid graduate-level course with weekly synchronous computer-mediated discussion. To analyze students’ discourse, we adapted Du Bois’ stancetaking triangle. Results showed that stances and stance objects (similar to topic) shifted as students collaborated in discussion, reflecting their perspective in learning (epistemic stance), evaluating (evaluative stance), and emotionally responding (affective stance) to the topics introduced. Online discussion afforded a venue for iterative discourse interactions of evaluation, positioning, and alignment and for shared knowledge co-construction and perspectival understanding.

Authors

• J. Hannah Park, The University of Texas - Austin

• Kyle M. Williams, The University of Texas at Austin

• Jeonghyun Jonna Lee, The University of Texas

• Eunjeong Choi, The University of Texas - Austin

• Rachel E. Gaines, The University of Texas - Austin

• Lina Mattar, The University of Texas - Austin

• Diane L. Schallert, The University of Texas - Austin