Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7316
Title: Negotiating Accountability and Epistemic Stances in Middle-School Collaborative Discourse
Authors: Saleh, Asmalina
Feng, Chen
Bae, Haesol
Hmelo-Silver, Cindy E.
Glazewski, Krista D.
Lee, Seung
Mott, Bradford
Lester, James
Keywords: CSCL
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Saleh, A., Feng, C., Bae, H., Hmelo-Silver, C. E., Glazewski, K. D., Lee, S., Mott, B., & Lester, J. (2021). Negotiating Accountability and Epistemic Stances in Middle-School Collaborative Discourse. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 197-200). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Group discourse has often been examined in computer-supported collaborative learning environments to develop adaptive scaffolds for students and intelligent cognitive assistants for teachers. This study leverages work in accountable talk and transactivity to focus on epistemics, or how participants establish, negotiate, and reproduce knowledge claims in collaborative discourse. We examined online chat data from 7 groups of middle school students who engaged in a game-based learning environment. Findings indicate that the framing of the game-based activities influenced how students interacted with one another. When attending to turns at talk, a combination of 1) epistemic status, 2) epistemic gradient, or the relationship between more and less knowledgeable persons, and 3) attention to norms of accountable talk generated more transactive discussions among students.
URI: https://doi.dx.org/10.22318/cscl2021.197
https://repository.isls.org//handle/1/7316
Appears in Collections:ISLS Annual Meeting 2021

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