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Article: Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms

TitleBridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms
Authors
KeywordsCSCL pedagogy
Educational practice
Knowledge building
Knowledge forum
Learning technology
Teacher communities
Issue Date2011
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true
Citation
International Journal Of Computer-Supported Collaborative Learning, 2011, v. 6 n. 2, p. 147-186 How to Cite?
AbstractDespite major theoretical progress in computer-supported collaborative learning (CSCL), relatively less attention has been paid to the problem of how research advances may impact schools and classrooms. Given the global changes and educational policies for twenty-first century education, issues of how research in CSCL can be integrated with classroom practice for innovation pose important challenges. This paper draws on experiences in Hong Kong and examines research-based CSCL classroom innovations in the context of scaling up and sustaining a knowledge-building model in Hong Kong classrooms. It begins with an examination of the rationale for CSCL research in classrooms and then considers a range of problems and constraints for school implementation. Classroom innovations involve complex and emergent changes occurring at different levels of the educational system. The experience of CSCL knowledge-building classroom innovations in Hong Kong schools is reported, including: the macro-context of educational policies and educational reform, the meso-context of a knowledge-building teacher network, and the micro-context of knowledge-building design in classrooms. Three interacting themes-context and systemic change, capacity and community building, and innovation as inquiry-are proposed for examining collaboration and knowledge creation for classroom innovation. © 2011 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/145070
ISSN
2015 Impact Factor: 2.2
2015 SCImago Journal Rankings: 1.641
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2012-02-21T05:44:20Z-
dc.date.available2012-02-21T05:44:20Z-
dc.date.issued2011en_HK
dc.identifier.citationInternational Journal Of Computer-Supported Collaborative Learning, 2011, v. 6 n. 2, p. 147-186en_HK
dc.identifier.issn1556-1607en_HK
dc.identifier.urihttp://hdl.handle.net/10722/145070-
dc.description.abstractDespite major theoretical progress in computer-supported collaborative learning (CSCL), relatively less attention has been paid to the problem of how research advances may impact schools and classrooms. Given the global changes and educational policies for twenty-first century education, issues of how research in CSCL can be integrated with classroom practice for innovation pose important challenges. This paper draws on experiences in Hong Kong and examines research-based CSCL classroom innovations in the context of scaling up and sustaining a knowledge-building model in Hong Kong classrooms. It begins with an examination of the rationale for CSCL research in classrooms and then considers a range of problems and constraints for school implementation. Classroom innovations involve complex and emergent changes occurring at different levels of the educational system. The experience of CSCL knowledge-building classroom innovations in Hong Kong schools is reported, including: the macro-context of educational policies and educational reform, the meso-context of a knowledge-building teacher network, and the micro-context of knowledge-building design in classrooms. Three interacting themes-context and systemic change, capacity and community building, and innovation as inquiry-are proposed for examining collaboration and knowledge creation for classroom innovation. © 2011 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=trueen_HK
dc.relation.ispartofInternational Journal of Computer-Supported Collaborative Learningen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectCSCL pedagogyen_HK
dc.subjectEducational practiceen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectKnowledge forumen_HK
dc.subjectLearning technologyen_HK
dc.subjectTeacher communitiesen_HK
dc.titleBridging research and practice: Implementing and sustaining knowledge building in Hong Kong classroomsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4551/resserv?sid=springerlink&genre=article&atitle=Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms&title=International Journal of Computer-Supported Collaborative Learning&issn=15561607&date=2011-06-01&volume=6&issue=2& spage=147&authors=Carol K. K. Chanen_US
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11412-011-9121-0en_HK
dc.identifier.scopuseid_2-s2.0-79958271766en_HK
dc.identifier.hkuros195026-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79958271766&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume6en_HK
dc.identifier.issue2en_HK
dc.identifier.spage147en_HK
dc.identifier.epage186en_HK
dc.identifier.eissn1556-1615en_US
dc.identifier.isiWOS:000291489100002-
dc.publisher.placeUnited Statesen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.citeulike10630372-

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