Discussion, Collaborative Knowledge Work and Epistemic Fluency
Bibliographic Data
| ID | 8407151 |
|---|---|
| Authors | Peter Goodyear (0000-0001-9903-737X, The University of Sydney, corresponding author), Maria Zenios (Lancaster University) |
| Year | 2007 |
| Volume | 55 |
| Issue | 4 |
| Pages | 351-368 |
| Publication date | 2007-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-8527.2007.00383.x |
| OpenAlex | W2036198793 |
| Language | EN |
| Citations received | 12 |
| References cited | 25 |
This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction
Action (physics) · Apprenticeship · Business · Epistemology · Fluency · Knowledge management · Linguistics · Mathematics education · Meaning (existential) · Order (exchange) · Pedagogy · Sociology · Work (physics) · Computer Science · Engineering · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Philosophy · Psychology · Reflective Practices in Education
Foregrounding knowledge in e-learning design
Issues and Challenges for Teaching Successful Online Courses in Higher Education
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration
Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education
Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training
Dialogicality in making sense of online collaborative interaction
Learning Together
Professional identity creation
Teacher Learning within a Multinational Project in an Upper Secondary School
Inquiry-based learning in higher education
Student perceptions of collaborative group work (CGW) in higher education
How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning
The new production of knowledge
Research and Teaching
Understanding What We Mean by the Generic Attributes of Graduates
Types and qualities of knowledge
Economies of Signs and Space
Objective Knowledge
Let's You and Me Have a Little Discussion'
Students? knowledge about the value of discussions for teaching and learning
A systemic approach to professional development
Conceptual Learning
Situated Learning
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |