Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

van Aalst, Jan

Group A's discourse was identified as knowledge creation, providing the strongest evidence of a sense of community, explanation-seeking inquiry, interpreting and evaluating information, knowledge advancement, and insight into these processes. From the analysis of frequencies in Table 5 , we know that the leading factor differentiating Group A from the others was its sense of community, but it is likely that all of the observed effects are necessary. The relatively clear identification of knowledge-creation discourse and better knowledge advances are encouraging because they suggest that knowledge creation is feasible for secondary school settings. However, there is a need for caution because there was little evidence of rising above, meta-discourse, and use of the advanced features of Knowledge Forum, and there was still too much evidence of knowledge sharing.