ABSTRACT Few studies have investigated epistemic positioning in online postgraduate courses. Such courses in US contexts rely heavily on asynchronous online discussion forums. This study investigates how postgraduate students’ patterned use of personal experience tellings functioned in the construction of their epistemic positioning (as ‘expert’ or ‘novice’) as they participated in these forums. Analysis is focused on two patterns observed across the data: (a) making assessments of the course content and activities and (b) engaging in troubles telling. By examining how students’ epistemic stance-taking is displayed through these patterned interactions, this study finds that participants’ sharing of personal experiences online functions to make visible their epistemic positioning regarding what is treated as ‘learnable’ in ways that are not possible in face-to-face classrooms. These findings have relevance for what counts as valuable ways of participating in online educational discussions.

中文翻译：

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研究生通过在线讨论论坛中的个人经验来实现知识定位

摘要很少有研究调查在线研究生课程中的认知定位。在美国的情况下，此类课程严重依赖异步在线讨论论坛。这项研究调查了研究生在参加这些论坛时如何模式化地使用个人经验告诉来构建他们的认知定位（“专家”还是“新手”）。分析的重点是在整个数据中观察到的两种模式：（a）对课程的内容和活动进行评估，以及（b）进行故障排除。通过研究如何通过这些有规律的互动来展示学生的认知态度，这项研究发现，参与者通过在线功能共享个人经验，从而以面对面教室无法做到的方式，显露他们对被认为是“可学习的”知识的认识定位。这些发现与参与在线教育讨论的宝贵方式具有相关性。