FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W48707788> ?p ?o ?g. }

• W48707788 startingPage "268" @default.
• W48707788 abstract "Abstract In this article we describe the research we have carried out aimed at contributing conceptual and methodological tools to help in understanding better how online teaching and learning works. We develop a qualitative analysis of asynchronous forum of several e-learning courses identifying sequences or moves of teaching discourse. Introduction The new forms of online communication involving telematic (the integrated use of telecommunications and informatics, also known as the science of sending, receiving and storing information via telecommunication devices) are a great challenge when conceptualizing what has traditionally been understood as communication in education. One of the most prolific topics in the recent literature on communication in the educational context concerns the instructional use of the new technologies. It is therefore not surprising that a review of the specialized bibliography reveals many references to the concept of computer-mediated communication. Blanton, Moorman, and Traten (1998) proposed organizing the forms of communication in virtual environments, differentiating between convergent and divergent situations, depending on the interpretations of the users. Starting from that work, Shotsberger (2001) analyzed synchronous dialogues in chat rooms by applying various categories: statement, beliefs, concerns, practice, wishes, intention, query, and result. There have been recent attempts to go beyond the mere description of the messages in forums of asynchronous communication, conceiving them as an opportunity to promote knowledge and learning. The landmark work of Henry (1992) propounds that asynchronous communication can be analyzed from five dimensions: participative, social, interactive, cognitive, and metacognitive. Later, we will look at her contribution in detail. Davis and Brewer (1997) have focused their interest on the analysis of discourse. For them, electronic discourse is one form of interactive communication. In the study we reserve the term for the two-directional texts in which one person using a keyboard, writes language that appears on the sender monitor and is transmitted to the monitor of a recipient, who responds by keyboard. The recipient may actually be an individual, or a group, large or small, of receivers (p.1). Electronic discourse is complex and has multiple facets. The authors choose to work from the field of discourse analysis for two reasons: because the different levels of discourse analysis allow textual analysis, and because discourse analysis is intrinsically multidisciplinary in nature. The term discourse centers on the way people use language to exchange ideas, rather than on the medium they use. The analysis performed is not that of conversation, because discourse analysis is asynchronous, with an immediacy in retroaction and response that sometimes, as we have already indicated, may be restrictive. There is a time-lag in interaction between the sending of a text and its response. Electronic discourse also differs from face-to-face communication in the to- and -fro, since interruptions and overlaps are not possible. In discourse, interactivity has two poles: that of the message sender and that of the respondent. One of the findings of the work of Schrire (2002) was to illustrate that the typical pattern of Initiation-Response-Reaction, so frequent in face-to-face interaction, is not the norm in asynchronous contexts, and that when it does occur, the third exchange is more probably between students than between students and teacher. Gunawardena and others (1997) used a theoretical approach to develop a model for analyzing transcriptions of online discussion forums. Through an analysis of content, they developed a system to analyze knowledge building in social interaction, identifying five phases in the evolution of online discourse. …" @default.
• W48707788 created "2016-06-24" @default.
• W48707788 creator A5060495431 @default.
• W48707788 creator A5087872508 @default.
• W48707788 date "2006-12-22" @default.
• W48707788 modified "2023-09-23" @default.
• W48707788 title "Sequences of Discourse in E-Learning Environments" @default.
• W48707788 cites W1966646122 @default.
• W48707788 cites W1974776846 @default.
• W48707788 cites W1983783378 @default.
• W48707788 cites W2014145152 @default.
• W48707788 cites W2088529304 @default.
• W48707788 cites W2313575788 @default.
• W48707788 cites W2470443264 @default.
• W48707788 cites W2487281194 @default.
• W48707788 hasPublicationYear "2006" @default.
• W48707788 type Work @default.
• W48707788 sameAs 48707788 @default.
• W48707788 citedByCount "2" @default.
• W48707788 countsByYear W487077882014 @default.
• W48707788 crossrefType "journal-article" @default.
• W48707788 hasAuthorship W48707788A5060495431 @default.
• W48707788 hasAuthorship W48707788A5087872508 @default.
• W48707788 hasConcept C109778625 @default.
• W48707788 hasConcept C110875604 @default.
• W48707788 hasConcept C136764020 @default.
• W48707788 hasConcept C151319957 @default.
• W48707788 hasConcept C151730666 @default.
• W48707788 hasConcept C15744967 @default.
• W48707788 hasConcept C19122763 @default.
• W48707788 hasConcept C19417346 @default.
• W48707788 hasConcept C2777072894 @default.
• W48707788 hasConcept C2779343474 @default.
• W48707788 hasConcept C2780656832 @default.
• W48707788 hasConcept C41008148 @default.
• W48707788 hasConcept C51672120 @default.
• W48707788 hasConcept C76155785 @default.
• W48707788 hasConcept C86803240 @default.
• W48707788 hasConcept C88610354 @default.
• W48707788 hasConceptScore W48707788C109778625 @default.
• W48707788 hasConceptScore W48707788C110875604 @default.
• W48707788 hasConceptScore W48707788C136764020 @default.
• W48707788 hasConceptScore W48707788C151319957 @default.
• W48707788 hasConceptScore W48707788C151730666 @default.
• W48707788 hasConceptScore W48707788C15744967 @default.
• W48707788 hasConceptScore W48707788C19122763 @default.
• W48707788 hasConceptScore W48707788C19417346 @default.
• W48707788 hasConceptScore W48707788C2777072894 @default.
• W48707788 hasConceptScore W48707788C2779343474 @default.
• W48707788 hasConceptScore W48707788C2780656832 @default.
• W48707788 hasConceptScore W48707788C41008148 @default.
• W48707788 hasConceptScore W48707788C51672120 @default.
• W48707788 hasConceptScore W48707788C76155785 @default.
• W48707788 hasConceptScore W48707788C86803240 @default.
• W48707788 hasConceptScore W48707788C88610354 @default.
• W48707788 hasIssue "4" @default.
• W48707788 hasLocation W487077881 @default.
• W48707788 hasOpenAccess W48707788 @default.
• W48707788 hasPrimaryLocation W487077881 @default.
• W48707788 hasRelatedWork W1518489065 @default.
• W48707788 hasRelatedWork W1535642876 @default.
• W48707788 hasRelatedWork W1983230274 @default.
• W48707788 hasRelatedWork W2011524143 @default.
• W48707788 hasRelatedWork W2022490144 @default.
• W48707788 hasRelatedWork W2092003332 @default.
• W48707788 hasRelatedWork W2185319318 @default.
• W48707788 hasRelatedWork W2303930698 @default.
• W48707788 hasRelatedWork W2331749933 @default.
• W48707788 hasRelatedWork W2512103360 @default.
• W48707788 hasRelatedWork W2554800472 @default.
• W48707788 hasRelatedWork W2606307930 @default.
• W48707788 hasRelatedWork W2732327059 @default.
• W48707788 hasRelatedWork W2903121454 @default.
• W48707788 hasRelatedWork W3110933376 @default.
• W48707788 hasRelatedWork W3146838305 @default.
• W48707788 hasRelatedWork W3185940294 @default.
• W48707788 hasRelatedWork W3194738558 @default.
• W48707788 hasRelatedWork W65112077 @default.
• W48707788 hasRelatedWork W2601407492 @default.
• W48707788 hasVolume "10" @default.
• W48707788 isParatext "false" @default.
• W48707788 isRetracted "false" @default.
• W48707788 magId "48707788" @default.
• W48707788 workType "article" @default.