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|Title:||Analyzing discourse synthesis - use of semantic information for collaborative writing in secondary education|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Damsa, C., Erkens, G., & Janssen, J. (2011). Analyzing discourse synthesis - use of semantic information for collaborative writing in secondary education. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 200-207). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||Discourse synthesis refers to writing activities that involve synthesizing information from multiple textual sources for writing a new text. This study investigates the way groups of secondary education students use semantic information from multiple sources, while undertaking a collaborative, computer-supported writing history task. We analyzed the products of 10 groups (32 students) and the chat discussions of the group members, and we assessed the quality of the group products. The results of the study offer an insight into how students select and integrate semantic information. Most noticeable results show that groups synthesized the information selected from sources based on ideas rather than sources and created new conceptual connections among these ideas. Relationships were found between the quantity and type of information and the products quality, while weak or no relationships were found between type and frequency of chat talk with the degree of integration in the group products.|
|Appears in Collections:||CSCL 2011|
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