Mapping Interactional Progression in Synchronous Online Discussions

Abstract

Synchronous online group discussions are commonly recognized as a rich site for collaborative learning, where learners construct their understanding by actively participating to create a collective understanding. However, the interactional mechanics that support real-time collective understanding are under-explored. Understanding the complex range of learners’ contributions has important implications for understanding the relationship between interaction and cognitive engagement. This study examines the internal mechanisms of knowledge construction in online discussions using the patterns of interaction and degree of linguistic complexity. A total of six video-recorded group sessions were transcribed. The complex analysis employed both an interactional framework and quantitative measures of lexical density. The results indicate that the early stages of group discussion segments tended to focus on background and shared information, often contributing most frequently to the knowledge construction process, but demonstrated relatively low lexical density as learners were largely negotiating shifting pieces of information. In contrast, segments that involved negotiation and critical evaluation occurred less frequently and suggested the proportion of richer content words, representing a higher cognitive engagement; while the stages of discussion mirrored a cyclical approach, with contributions constantly reviewed and reiterated to clarify ideas. The study contributes more broadly to understanding the relationship between the structure of discourse and richness of linguistic contribution in supporting collaborative learning. The study provides a practical metric for assessing cognitive depth, which can inform the development of automated feedback systems for facilitators. The integration of interactional and linguistic analysis offers practical underlining dynamics of online group discussions.