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|Title:||Initial Knowledge and the Intensity of Online Discussion|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Turkkila, M., Lommi, H., & Koponen, I. (2019). Initial Knowledge and the Intensity of Online Discussion. 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 2 (pp. 837-838). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||The effect of pre-service physics teachers' prior knowledge of the subject on their roles and intensity in the online discussions is studied. Network analysis of initial knowledge and social network analysis of discussion reveal that both have characteristic structural features which are typical for each student. These features, however, are not correlated. Results show conclusively that structure and extension of student's initial knowledge cannot explain activity and role in online discussions.|
|Appears in Collections:||CSCL 2019|
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