Investigating shared agency in student Knowledge Building discourse using epistemic network analysis.
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| Title: | Investigating shared agency in student Knowledge Building discourse using epistemic network analysis. |
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| Authors: | Ong, Aloysius1 aloysius.ong@nie.edu.sg, Teo, Chew-Lee1, Lee, Alwyn-Vwen-Yen1, Yuan, Guangji1 |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-25. 25p. |
| Subject Terms: | *Collaborative learning, *Discourse analysis, *Student engagement, *Human behavior, *Academic discourse, Information sharing, Face-to-face communication |
| Abstract: | In computer-supported collaborative learning, students engage in both synchronous online and face-to-face discussions to enhance engagement and learning from peers. Recent research highlights the potential of quantitative modelling techniques, such as those used in Epistemic Network Analysis, to deepen our understanding of student collaboration through discourse, including the concept of shared epistemic agency in Knowledge Building. However, these efforts are still in the early stages. This study aims to advance this research by analysing student contributions in synchronous discussions (online and verbal) within a Knowledge Building framework. Data was collected from a Grade 5 class during a 2.5-hour Social Studies lesson designed to foster real-world problem-solving and collaborative discussions. Students participated in discussions on Knowledge Forum (online) and in face-to-face small groups. Transcripts of group discussions and Knowledge Forum notes were coded for semantic types and analysed for weighted connections between coded contributions using Epistemic Network Analysis. The analysis of overall student contributions revealed distinct patterns of weighted connections between codes and varying degrees of idea development in online versus oral discussions. Additionally, the study identified different engagement patterns within groups based on their epistemic networks. The findings offer insights into student engagement during collaborative talk and have implications for future research and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192754584 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating shared agency in student Knowledge Building discourse using epistemic network analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ong%2C+Aloysius%22">Ong, Aloysius</searchLink><relatesTo>1</relatesTo><i> aloysius.ong@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Teo%2C+Chew-Lee%22">Teo, Chew-Lee</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lee%2C+Alwyn-Vwen-Yen%22">Lee, Alwyn-Vwen-Yen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yuan%2C+Guangji%22">Yuan, Guangji</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Information+sharing%22">Information sharing</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In computer-supported collaborative learning, students engage in both synchronous online and face-to-face discussions to enhance engagement and learning from peers. Recent research highlights the potential of quantitative modelling techniques, such as those used in Epistemic Network Analysis, to deepen our understanding of student collaboration through discourse, including the concept of shared epistemic agency in Knowledge Building. However, these efforts are still in the early stages. This study aims to advance this research by analysing student contributions in synchronous discussions (online and verbal) within a Knowledge Building framework. Data was collected from a Grade 5 class during a 2.5-hour Social Studies lesson designed to foster real-world problem-solving and collaborative discussions. Students participated in discussions on Knowledge Forum (online) and in face-to-face small groups. Transcripts of group discussions and Knowledge Forum notes were coded for semantic types and analysed for weighted connections between coded contributions using Epistemic Network Analysis. The analysis of overall student contributions revealed distinct patterns of weighted connections between codes and varying degrees of idea development in online versus oral discussions. Additionally, the study identified different engagement patterns within groups based on their epistemic networks. The findings offer insights into student engagement during collaborative talk and have implications for future research and practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2026.21006 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Discourse analysis Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Human behavior Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Information sharing Type: general – SubjectFull: Face-to-face communication Type: general Titles: – TitleFull: Investigating shared agency in student Knowledge Building discourse using epistemic network analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ong, Aloysius – PersonEntity: Name: NameFull: Teo, Chew-Lee – PersonEntity: Name: NameFull: Lee, Alwyn-Vwen-Yen – PersonEntity: Name: NameFull: Yuan, Guangji IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
