Division I Poster

• In Event: AERA Virtual Poster Session 7

Session Type: Poster Session

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.

Sub Unit

• Division I - Education in the Professions

Papers

• Fostering Online Knowledge-Building Discourse to Advance Knowledge - 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