Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7316
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dc.contributor.authorSaleh, Asmalina
dc.contributor.authorFeng, Chen
dc.contributor.authorBae, Haesol
dc.contributor.authorHmelo-Silver, Cindy E.
dc.contributor.authorGlazewski, Krista D.
dc.contributor.authorLee, Seung
dc.contributor.authorMott, Bradford
dc.contributor.authorLester, James
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:44:06Z
dc.date.accessioned2021-10-09T19:46:29Z-
dc.date.available2021-10-09T15:44:06Z
dc.date.available2021-10-09T19:46:29Z-
dc.date.issued2021-06
dc.identifier.citationSaleh, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2021.197
dc.identifier.urihttps://repository.isls.org//handle/1/7316-
dc.description.abstractGroup 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.en_US
dc.format.extentpp. 197-200
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021en_US
dc.subjectCSCLen_US
dc.titleNegotiating Accountability and Epistemic Stances in Middle-School Collaborative Discourseen_US
dc.typeConference Paperen_US
dc.typeShort Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

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