van Aalst Jan
Faculty of Education, The University of Hong Kong, 323 Runme Shaw Building, Pokfulam Road, Hong Kong, SAR China.
Int J Comput Support Collab Learn. 2009;4(3):259-287. doi: 10.1007/s11412-009-9069-5. Epub 2009 Jun 20.
The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.
本文所报告的研究旨在清晰阐明卡尔·贝雷特（Carl Bereiter）和玛琳·斯卡德玛利亚（Marlene Scardamalia）的知识创造模型所需的异步计算机介导话语。研究区分了三种话语模式：知识共享、知识构建和知识创造。这些模式被应用于四组中学生（共40名学生）的异步在线话语中，他们研究了严重急性呼吸综合征（SARS）爆发的相关方面及主题。参与者完成了相关知识的预测试，并在知识论坛上撰写了协作总结笔记，在笔记中他们对自己的集体知识进步进行了自我评估。随后制定了一种编码方案，并将其应用于小组话语，以解释总结笔记表现中组间差异的可能原因，并将这些话语作为三种模式的示例进行考察。研究结果表明，总结笔记表现最佳的小组参与了临界知识创造话语。在其他小组中，一个小组参与了知识共享话语，另外两个小组的话语则是三种模式的混合。文中还提出了几种培养知识创造话语的策略。
