Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4428
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dc.contributor.authorSung, Hanall
dc.contributor.authorCao, Shengyang
dc.contributor.authorRuis, Andrew
dc.contributor.authorShaffer, D.W.
dc.date.accessioned2020-06-10T13:51:24Z
dc.date.accessioned2020-06-10T20:03:23Z-
dc.date.available2020-06-10T13:51:24Z
dc.date.available2020-06-10T20:03:23Z-
dc.date.issued2019-06
dc.identifier.citationSung, H., Cao, S., Ruis, A., & Shaffer, D. (2019). Reading for Breadth, Reading for Depth: Understanding the Relationship Between Reading and Complex Thinking Using Epistemic Network Analysis. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 376-383). Lyon, France: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.376
dc.identifier.urihttps://repository.isls.org//handle/1/4428-
dc.description.abstractThis paper examines whether and to what extent long and short readers make different contributions to collaborative design discussions in a CSCL environment--that is, we investigate whether a simple measure of reading behavior based on clickstream data is a good proxy for engagement with readings. Our approach to addressing this question is multimodal, involving two sources of data: (a) a record of students' online conversations, and (b) the frequency and duration with which documents were open on each student's screen. This study suggests that in this specific case, relatively thin data about reading frequency and mean reading duration can be used to make inferences about students' reading behavior in a CSCL context where it is impossible to observe directly. It also shows the power of a multimodal approach to the data--here, we are using one mode of data (discussion) to get a better understanding of another mode (clickstream).en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleReading for Breadth, Reading for Depth: Understanding the Relationship Between Reading and Complex Thinking Using Epistemic Network Analysisen_US
dc.typeFull Papersen_US
Appears in Collections:CSCL 2019

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