Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorDamsa, Crina
dc.contributor.authorErkens, Gijsbert
dc.contributor.authorJanssen, Jeroen
dc.identifier.citationDamsa, 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.en_US
dc.description.abstractDiscourse 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.en_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleAnalyzing discourse synthesis - use of semantic information for collaborative writing in secondary educationen_US
dc.typeLong Papersen_US
Appears in Collections:CSCL 2011

Files in This Item:
File SizeFormat 
200-207.pdf220.77 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.