Collaborative knowledge construction in the web supported by the KnowCat system
Computers & Education
Co-designing curricula to promote collaborative knowledge construction in secondary school science
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
An investigation of student practices in asynchronous computer conferencing courses
Computers & Education
Analyzing collaborative knowledge construction in secondary school biology
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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The growing adoption of communication technologies to mediate teaching and learning processes fostered the study of asynchronous communication as an activity that can reveal students' behavior during learning processes. Much of the research conducted on this topic focuses on the application of interaction models to analyze the content of asynchronous discussions and assess their quality. Despite the existence of different models, the one developed by Gunawardena, Lowe, and Anderson (1997) remains as one of the most used in the study of online interaction. In this respect, the present work focuses on studies that mention the application of this model in its analysis and discusses the extension of its application as well as its limitations. Results reinforce the adequacy of the model to analyze knowledge construction in different types of communication tools, but they also suggest the need to look at how learning is orchestrated and the importance of re-defining some aspects of the model in question.