Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses |
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Authors: | Jan van Aalst |
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Affiliation: | (1) Faculty of Education, The University of Hong Kong, 323 Runme Shaw Building, Pokfulam Road, Hong Kong, SAR, China |
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Abstract: | 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.
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Keywords: | Knowledge sharing Constructivism Knowledge building Knowledge creation Argumentation |
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