Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7353
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dc.contributor.authorEspino, Danielle P.
dc.contributor.authorLee, Seung B.
dc.contributor.authorHokama, Megan
dc.contributor.authorHamilton, Eric R.
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:44:06Z
dc.date.accessioned2021-10-09T19:46:38Z-
dc.date.available2021-10-09T15:44:06Z
dc.date.available2021-10-09T19:46:38Z-
dc.date.issued2021-06
dc.identifier.citationEspino, D. P., Lee, S. B., Hokama, M., & Hamilton, E. R. (2021). Initial Analysis of Prompted Discourse Patterns in an Informal, Online, Global Collaborative Learning Environment. 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. 299-300). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2021.299
dc.identifier.urihttps://repository.isls.org//handle/1/7353-
dc.description.abstractThis analysis examines the discourse patterns of adolescent participants from two countries while engaging in synchronous video conference calls to collaborate on STEM-oriented media projects. Epistemic network analysis (ENA) is used to examine the influence of prompting on student discourse. Results highlight how unscripted prompting helps to generate rich, diverse responses connected to content and curiosity that might not otherwise take place.en_US
dc.format.extentpp. 299-300
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.titleInitial Analysis of Prompted Discourse Patterns in an Informal, Online, Global Collaborative Learning Environmenten_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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