Asking semantically similar questions in knowledge building communities: Patterns and effects

Gaoxia Zhu, Monica Resendes, Ahmad Khanlar, Marlene Scardamalia, Ying Tien Wu

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

It is not clear under what conditions do students ask repetitive questions and the possible effects of repetition on knowledge-building process. In this study, 18 groups of semantically similar questions were found in two online knowledge-building databases, and three patterns emerged: Asking a similar question in advance of reading existing questions and responses; asking similar questions in parallel; asking a similar question after reading the previous question and responses. The responses to the repetitive questions tend to be more coherent in explaining.

Original languageEnglish
Title of host publicationMaking a Difference
Subtitle of host publicationPrioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
EditorsBrian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
PublisherInternational Society of the Learning Sciences (ISLS)
Pages875-876
Number of pages2
ISBN (Electronic)9780990355021
StatePublished - 2017
Event12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 - Philadelphia, United States
Duration: 18 Jun 201722 Jun 2017

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume2
ISSN (Print)1573-4552

Conference

Conference12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017
Country/TerritoryUnited States
CityPhiladelphia
Period18/06/1722/06/17

Fingerprint

Dive into the research topics of 'Asking semantically similar questions in knowledge building communities: Patterns and effects'. Together they form a unique fingerprint.

Cite this