Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4458
Title: Collective Knowledge Advancement through Shared Epistemic Agency: Socio-Semantic Network Analyses
Authors: Oshima, Jun
Oshima, Ritsuko
Ohsaki, Ayano
Splichal, Jin
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Oshima, J., Oshima, R., Ohsaki, A., & Splichal, J. (2019). Collective Knowledge Advancement through Shared Epistemic Agency: Socio-Semantic Network Analyses. 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. 57-64). Lyon, France: International Society of the Learning Sciences.
Abstract: This study examined how high-school students engage in collective knowledge advancement through shared epistemic agency during jigsaw instruction, and how their collective knowledge advancement (through shared epistemic agency) relates to learning outcomes. To achieve this, we applied a double-layered socio-semantic network analysis (SSNA). In the first layer of the analysis, we conducted an SSNA to numerically represent collective knowledge advancement and to compare group performances between different levels of learning outcomes. In the second layer, we carried out an Epistemic Network Analysis to examine the relationship between students' shared epistemic agency and learning outcomes. The results revealed that high learning-outcome groups were engaged in epistemic actions to generate new ideas; this led them to quick and sustainable knowledge advancement.
URI: https://doi.dx.org/10.22318/cscl2019.57
https://repository.isls.org//handle/1/4458
Appears in Collections:CSCL 2019

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