Fostering Online Knowledge-Building Discourse to Advance Knowledge

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Division I Poster

Abstract

Discourse is key to knowledge construction. This case study investigated types of online discourse that contribute to developing “knowledge of promisingness”—an indicator of knowledge advancement—in an online knowledge-building environment. Thirty-two in-service teachers from a master’s degree program engaged in online discourse to develop their thesis proposal ideas. The study identified three main types of discourse as sharing-, arguing-, and improving-oriented. The main findings suggest: sharing- and arguing-oriented discourse is necessary (but not sufficient) for promoting knowledge of promisingness; and the more effort devoted to engaging in improving-oriented discourse, the more likely the participants were to develop knowledge of promisingness for knowledge creation.

Authors

• Huang Yao Hong, National Chengchi University

• Mei-Ju Chen, National Tsing Hua University

• Chaoyu Guo, National Chengchi University

• Jia Ling Kang

• Jinghua Chen

• Yu-Hui Chang, National Sun Yat-sen University