@inproceedings{545ba723bf124054a995b9b7166aef8c,
title = "Asking semantically similar questions in knowledge building communities: Patterns and effects",
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.",
author = "Gaoxia Zhu and Monica Resendes and Ahmad Khanlar and Marlene Scardamalia and Wu, {Ying Tien}",
note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 ; Conference date: 18-06-2017 Through 22-06-2017",
year = "2017",
language = "???core.languages.en_GB???",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "875--876",
editor = "Smith, {Brian K.} and Marcela Borge and Emma Mercier and Lim, {Kyu Yon}",
booktitle = "Making a Difference",
}