Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in e/m-learning environments

2012 ◽  
Vol 59 (4) ◽  
pp. 1122-1135 ◽  
Author(s):  
Yu-Feng Lan ◽  
Pei-Wei Tsai ◽  
Shih-Hsien Yang ◽  
Chun-Ling Hung
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Asynchronous Discussion ◽  
Social Knowledge ◽  
Behavioral Patterns ◽  
The Social ◽  
Online Asynchronous Discussion

scholarly journals Policing the Fluff: The Social Construction of Scientistic Selves in Otherkin Facebook Groups

2018 ◽  
Vol 4 ◽  
pp. 485 ◽  
Author(s):  
Devin Proctor
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Scientific Reasoning ◽  
Human Identification ◽  
Social Knowledge ◽  
The Social ◽  
Online Spaces ◽  
Extraordinary Experiences ◽  
Scientific Facts

The Otherkin are a group of people who identify as other-than-human. Primarily gathering in online spaces, they discuss and debate the origins and parameters of this identification and try to make sense of their extraordinary experiences. This article traces how the Otherkin deploy scientific facts and theories during this process, arriving at Otherkin science, a carefully curated compilation of abstract physics, psychology, metaphysics, and ancient belief that renders other-than-human identification thinkable in a contemporary Western paradigm. Drawing on five years of ethnographic engagement with the Otherkin, this article examines this social knowledge construction through the processes of “questioning” and “grilling” on Otherkin Facebook groups. In continuously negotiating their own identities through scientific reasoning, they create what I am calling scientistic selves—frameworks of identification created by lay scientists whose adherence to specific scientific facts and theories is fundamental to their continued existence.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

Benson and Miller in Perspective

1979 ◽  
Vol 3 (3-4) ◽  
pp. 242-244 ◽  
Author(s):  
Bruce Kuklick
Keyword(s):  
Social Sciences ◽  
Social Policy ◽  
Applied Science ◽  
The Other ◽  
Social Knowledge ◽  
The Past ◽  
The Social ◽  
The World ◽  
The One ◽  
Stock Of Knowledge

Despite differences in coloration Miller and Benson are birds of a feather. Although he is no Pollyanna, Miller believes that there has been a modest and decent series of advances in the social sciences and that the most conscientious, diligent, and intelligent researchers will continue to add to this stock of knowledge. Benson is much more pessimistic about the achievements of yesterday and today but, in turn, offers us the hope of a far brighter tomorrow. Miller explains Benson’s hyperbolic views about the past and future by distinguishing between pure and applied science and by pointing out Benson’s naivete about politics: the itch to understand the world is different from the one to make it better; and, Miller says, because Benson sees that we have not made things better, he should not assume we do not know more about them; Benson ought to realize, Miller adds, that the way politicians translate basic social knowledge into social policy need not bring about rational or desirable results. On the other side, Benson sees more clearly than Miller that the development of science has always been intimately intertwined with the control of the environment and the amelioration of the human estate.

scholarly journals The Social Knowledge – A Goal of the Social Sustainable Development

2014 ◽  
Vol 149 ◽  
pp. 43-49 ◽  
Author(s):  
Alina Gabriela Anghel ◽  
Luminiţa Mihaela Drăghicescu ◽  
Gabriela Cătălina Cristea ◽  
Gabriel Gorghiu ◽  
Laura Monica Gorghiu ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Social Knowledge ◽  
The Social

scholarly journals Contrasting syntactic and semantic units in the analysis of online discussions

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
Review Of Literature ◽  
Data Set ◽  
Learning Module ◽  
Units Of Analysis ◽  
Online Asynchronous Discussion

<span>This paper reports on a study which contrasts results obtained using semantic and syntactic units of analysis in a context of content analysis of an online asynchronous discussion. The paper presents a review of literature on both types of units. The data set consisted of 80 messages posted by ten participants in an online learning module. Data were coded twice by two coders working independently. In the first instance, each coder divided all messages into semantic units and then coded those units. The second coding was conducted on the basis of a syntactic unit of a paragraph. Analysis at the level of the whole group showed little difference in results between the two types of coding. At the level of individual participants, those differences were greater. Results are discussed within a framework of reliability, capability of the unit to discriminate between behaviors, feasibility of different units, and their identifiability. Implications for research are discussed.</span>

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