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<p>This study illustrates how a teacher-researcher conducted content analysis and used its results as one source of evidence to evaluate the overall effectiveness of the strategies she implemented to promote creative idea development deliberately&#xa0;among ten students over 8 weeks&#xa0;of threaded discussions in her Moodle-based writing course. The analysis employed a new coding scheme, the Dialogic Idea Development (DID) model, which (1) assesses the quality of idea development across elaborative, (integrative-) argumentative, and creative levels consistently and explicitly in relational terms; (2) draws on these relational assessments as a direct basis for assessing knowledge construction in text-based discussion forums; and (3) was integrated with statistical techniques within a mixed-methods action research design to explore how the dialogic quality of students’ idea-developing moves evolved collectively over time. The results showed that her strategies appeared effective in encouraging exploratory contributions to a greater extent and across all students but insufficient in supporting or sustaining creative idea development among all in that course. This study offers philosophical, conceptual, and methodological insights into collaborative learning analytics.&#xa0;It represents an early relational attempt to generate valid and reliable inferences about the quality of learning in discussion forums. It also demonstrates how to aggregate these inferences using both contribution-based and contributor-based methods and to synthesize the patterns across iterative action cycles to evaluate the overall effectiveness of the&#xa0;pedagogical decisions aimed at promoting students’ equitable participation in creative knowledge work in educational collaboration. </p>

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A dialogic model for analyzing idea development in creativity-oriented text-based discussion forums

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Weiyi Xiao

摘要

This study illustrates how a teacher-researcher conducted content analysis and used its results as one source of evidence to evaluate the overall effectiveness of the strategies she implemented to promote creative idea development deliberately among ten students over 8 weeks of threaded discussions in her Moodle-based writing course. The analysis employed a new coding scheme, the Dialogic Idea Development (DID) model, which (1) assesses the quality of idea development across elaborative, (integrative-) argumentative, and creative levels consistently and explicitly in relational terms; (2) draws on these relational assessments as a direct basis for assessing knowledge construction in text-based discussion forums; and (3) was integrated with statistical techniques within a mixed-methods action research design to explore how the dialogic quality of students’ idea-developing moves evolved collectively over time. The results showed that her strategies appeared effective in encouraging exploratory contributions to a greater extent and across all students but insufficient in supporting or sustaining creative idea development among all in that course. This study offers philosophical, conceptual, and methodological insights into collaborative learning analytics. It represents an early relational attempt to generate valid and reliable inferences about the quality of learning in discussion forums. It also demonstrates how to aggregate these inferences using both contribution-based and contributor-based methods and to synthesize the patterns across iterative action cycles to evaluate the overall effectiveness of the pedagogical decisions aimed at promoting students’ equitable participation in creative knowledge work in educational collaboration.