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首页> 外文期刊>Computers in Human Behavior >Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction
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Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

机译：作为在线讨论小组中的结构工具的角色：不同角色对社会知识建设的不同影响

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摘要

This study focuses on stimulating social knowledge construction in e-discussions and examines the introduction of five roles: starter, summariser, moderator, theoretician, and source searcher. Asynchronous discussion groups of 10 1st-year students Instructional Sciences were organised to foster students' processing of the learning content. Four successive authentic tasks of three weeks each were presented. Taking into account the moment of introduction of the role assignment (at the start of the discussions versus at the end), the differential impact of the roles on knowledge construction is studied through quantitative content analysis based on the interaction analysis model of Gunawardena, Lowe, and Anderson (1997). The results show a positive effect of role assignment on students' social knowledge construction at the start of the discussions. This implies that roles should be introduced at the start of the discussions and can be faded out towards the end. With respect to the differential impact of the roles, the results show that messages from moderators, theoreticians, and summarisers reflect higher levels of knowledge construction at the start of the discussions. Even students without a role in role-supported groups benefit from the role introduction.
机译：这项研究的重点是促进电子讨论中的社会知识建设，并考察了五个角色的引入：入门者，摘要者，主持人，理论家和源搜索者。组织了10个1年级学生教学科学的异步讨论小组，以促进学生对学习内容的处理。提出了三个连续三个星期的四个连续的真实任务。考虑到引入角色分配的时刻（在讨论开始时还是在讨论结束时），基于Gunawardena，Lowe，和安德森（1997）。结果表明，角色分配在讨论开始时对学生的社会知识建设具有积极作用。这意味着应该在讨论开始时介绍角色，并可以在讨论结束时淡出角色。关于角色的不同影响，结果表明，主持人，理论家和摘要专员的信息在讨论开始时反映出更高的知识水平。甚至在角色支持小组中没有角色的学生也将从角色介绍中受益。

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