At an education conference in 2003, Amy Soller and Alan Lesgold talked about using computational approaches for analyzing online knowledge sharing interaction between students. A prime motivator for the underlying research was to attempt to equalize the learning behaviors of virtual learners with face-to-face learners.
At the end of the paper, they outline the differences between patterns of effective knowledge sharing and patterns of ineffective knowledge sharing:
“In general, the discussions in which students effectively shared and learned each other’s knowledge elements were marked by questioning, explanation, agreement, and motivation, whereas the discussions in which the students experienced breakdowns in knowledge sharing were marked by poor (inaccurate or incomplete) explanations, instructions for action, doubt, and acknowledgement. These elements alone, however, do not suffice to distinguish effective from ineffective sequences. This was confirmed through a Kolmogorov-Smirnov test comparing the distribution of the proportions of acts from the effective and ineffective sequences.
The next step is to use the results of the computational analysis to recommend appropriate types of guidance. For example, if the system has recognized that the sharer has explained his Knowledge Element, and the receiver has either doubted the suggestion (case Ci), or said nothing at all (case Di), there is an opportunity for the system, or instructor, to encourage the sharer to justify, clarify, or re-explain the Knowledge Element. If the receiver has acknowledged the explanation, but the system still has evidence that the receiver does not understand the material, then the system might suggest that the receiver attempt to apply the new knowledge to the problem at hand.” (emphasis added)
With respect to showing the patterns themselves, see Table 1 above (click it for a larger image). Note the subtle difference between the final responses in the effective vs. ineffective patterns – the effective ones gain “agreement” or “motivation / encouragement,” whereas the ineffective ones at best gain “acknowledgement” (eg., “I heard what you said.”)
Categories: Culture & Competency
Michael Sampson 
Hey I like this idea and I really appreciate the PDF you’ve included here. At the moment, I’m having trouble chewing on what exactly you are trying to say here is I was to sum it up into a sentence or two I should share with my colleagues or community.
Would it be :
Agreement and thanks is more effective that simply acknowledging what a person says?
Requesting Information & Clarification as well as motivating the teacher is important to the learning process?
With Kindness,
– Jules Andre-Brown
Jules, hi. Thanks for your comment and question. I think the take away is: There are effective and ineffective patterns of knowledge sharing, but don’t try to force them. Notice what you’re doing, or what others are doing in response to you. For example, if you find yourself acknowledging rather than agreeing, ask yourself why.
Michael.