The Development Trajectory of Shared Epistemic Agency in Online Collaborative Learning: A Study Combing Network Analysis and Sequential Analysis

Autor/inn/en	Tan, Seng Chee; Wang, Xinghua; Li, Lu
Titel	The Development Trajectory of Shared Epistemic Agency in Online Collaborative Learning: A Study Combing Network Analysis and Sequential Analysis
Quelle	In: Journal of Educational Computing Research, 59 (2022) 8, S.1655-1681 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xinghua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211001562
Schlagwörter	Cooperative Learning; Epistemology; Personal Autonomy; Online Courses; Graduate Students; Inservice Teacher Education; Computer Mediated Communication; Academic Achievement; Sequential Approach; Correlation; Learning Processes; Teaching Methods; Instructional Design; Teacher Attitudes; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Erkenntnistheorie; Individuelle Autonomie; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Computerkonferenz; Schulleistung; Schrittfolge; Korrelation; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Ausland; Singapur
Abstract	This study explored the development trajectory of shared epistemic agency in online collaborative learning through epistemic network analysis and lag sequential analysis. It was carried out in a postgraduate course with 14 in-service teachers. Drawing on the online discussion data from six sessions and the participants' academic scores, this study found a nonlinear development trajectory of learners' shared epistemic agency across the six sessions. The managerial dimension (e.g., regulative and relational actions) mediated the development of learners' shared epistemic agency. The analysis of different groups' mean networks and academic performance revealed a tentative relationship between them. Finally, the transition of shared epistemic agency actions in higher-achieving sessions and groups largely followed an upward sequential pattern. This study provides a graphical insight into how students learn in an online collaborative setting and can inform future pedagogical and technological designs of facilitating students' shared epistemic agency for the creation of collective knowledge. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01