File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Conference Paper: Assessing learning outcomes in CSCL settings

TitleAssessing learning outcomes in CSCL settings
Authors
KeywordsAssessment
Critical Thinking
Knowledge building
Online discourse
Self-directed learning
Issue Date2005
Citation
The 2005 Computer Supported Collaborative Learning Conference (CSCL 2005), Taipei, Taiwan, 30 May-4 June 2005. In Conference Proceedings, 2005, p. 373-377 How to Cite?
AbstractA variety of models and methodologies for assessing learning outcomes in CSCL settings have been reported in the literature, most of which were developed either within the framework of assessing levels of critical thinking or phases in problem solving. These generally assess outcomes at the individual level though the learning context was clearly a social collaborative one. Recent studies on the characteristics of productive online collaborative discourse have identified features at the group/community level that cannot be sufficiently described at the individual level. Building on the theory of knowledge building (Scardamalia & Bereiter, 2003) as a social intentional activity, this paper proposes a model of assessing learning in CSCL contexts as group/community outcomes with four inter-related but distinct dimensions: a social dynamic for sharing and open exploration, a progressive inquiry orientation, a sociometacognitive orientation and a communal habit of mind. An application of the model is reported and the implication of the findings is discussed. © 2005 International Society of the Learning Sciences.
Persistent Identifierhttp://hdl.handle.net/10722/109687
ISBN
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, Nen_HK
dc.date.accessioned2010-09-26T01:32:52Z-
dc.date.available2010-09-26T01:32:52Z-
dc.date.issued2005en_HK
dc.identifier.citationThe 2005 Computer Supported Collaborative Learning Conference (CSCL 2005), Taipei, Taiwan, 30 May-4 June 2005. In Conference Proceedings, 2005, p. 373-377en_HK
dc.identifier.isbn978-080585782-5-
dc.identifier.urihttp://hdl.handle.net/10722/109687-
dc.description.abstractA variety of models and methodologies for assessing learning outcomes in CSCL settings have been reported in the literature, most of which were developed either within the framework of assessing levels of critical thinking or phases in problem solving. These generally assess outcomes at the individual level though the learning context was clearly a social collaborative one. Recent studies on the characteristics of productive online collaborative discourse have identified features at the group/community level that cannot be sufficiently described at the individual level. Building on the theory of knowledge building (Scardamalia & Bereiter, 2003) as a social intentional activity, this paper proposes a model of assessing learning in CSCL contexts as group/community outcomes with four inter-related but distinct dimensions: a social dynamic for sharing and open exploration, a progressive inquiry orientation, a sociometacognitive orientation and a communal habit of mind. An application of the model is reported and the implication of the findings is discussed. © 2005 International Society of the Learning Sciences.en_HK
dc.languageengen_HK
dc.relation.ispartofComputer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) 2005en_HK
dc.subjectAssessmenten_HK
dc.subjectCritical Thinkingen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectOnline discourseen_HK
dc.subjectSelf-directed learningen_HK
dc.titleAssessing learning outcomes in CSCL settingsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailLaw, N: nlaw@hku.hken_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-70549098631en_HK
dc.identifier.hkuros105576en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70549098631&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.spage373en_HK
dc.identifier.epage377en_HK
dc.identifier.scopusauthoridLaw, N=7005934146en_HK
dc.customcontrol.immutablesml 160205 - amend-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats