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Exploring a rhizomatic approach to knowledge construction on-line and its mediators

, Indiana University, United States

Indiana University . Awarded


With the growth of online learning, it is getting more important to understand the knowledge construction processes in asynchronous environments, so as to guide instruction. Current models for examining interaction and knowledge construction processes in asynchronous environments have provided valuable insights into the characteristics of participant interactions and processes online. This study extends earlier work by examining the usefulness of a new model of social construction of knowledge. It examines minds as part of their environment, aimed at examining the use of a rhizomatic approach in looking at knowledge process in the asynchronous environment. The study used a classroom model developed by Schuh (1999, 2002, 2003) to analyze knowledge construction with a cue-trajectory system. Secondly, instructional elements mediating knowledge construction in this environment were examined.

In the first part of the study, discussions of 6 weeks from an online graduate level class were analyzed using the cue-trajectory model. The results showed that the model was useful in understanding the knowledge process by displaying the trajectory construction through multidimensional connections. Through a cross analysis of weeks, changes in patterns of trajectory formation over the course of weeks were observed, as connections intensified and trajectories got interwoven. In the second part, findings from the initial part, and analysis of the instructor's instructions on e-mail, on the discussion board, and within the discussion were used for understanding the mediators. The results showed that mediation of knowledge construction takes place through a complex dynamic of multiple elements coming together and evolving throughout the course.


Yalcin, S.T. Exploring a rhizomatic approach to knowledge construction on-line and its mediators. Ph.D. thesis, Indiana University. Retrieved April 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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