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Title: Story-Lines: A Case Study of Online Learning Using Narrative Analysis
Authors: Yukawa, Joyce
Issue Date: May-2005
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Yukawa, J. (2005). Story-Lines: A Case Study of Online Learning Using Narrative Analysis. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 732-736). Taipei, Taiwan: International Society of the Learning Sciences.
Abstract: a brief summary of the case; (2) Orientation: participant background and social context; (3) Beginnings: learning key concepts of action research; (4) Complicating Action: planning and conducting research; (5) Result: final paper; (6) Evaluation (by student): final course comments; (7) Evaluation (by researcher): case analysis; and (8) Coda: epilogue to the individually and socially constructed learning narratives. The most significant sub-narratives indicating unique student learning were identified through texts that were self-revelatory of critical moments in understanding (often labeled as "aha's"). Important sequential and consequential events, as well as learning outcomes, were selected. Relevant texts were analyzed in detail. By examining this evidence and referring to prior work on reflection and reflective practice (Boud et al., 1985; Dewey, 1997; Mezirow, 2004; Schon, 1983), a common plot structure was developed for the sub-narratives: (1) being confronted with a challenging question or situation, (2) bringing prior experience to the thinking process, (3) dealing with feelings related to the challenge, (4) reframing perspective, (5) making a leap of thinking, (6) integrating new knowledge cognitively and affectively, (7) with implications for future practice. The following section presents a summary of some of the major findings.
Appears in Collections:CSCL 2005

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