File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Students assessing their own collaborative knowledge building

TitleStudents assessing their own collaborative knowledge building
Authors
KeywordsAssessment
Asynchronous networked environment
Collaborative inquiry
Knowledge building
Portfolios
Issue Date2006
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, 2006, v. 1 n. 1, p. 57-87 How to Cite?
AbstractWe describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterpart (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements.
Persistent Identifierhttp://hdl.handle.net/10722/146662
ISSN
2015 Impact Factor: 2.2
2015 SCImago Journal Rankings: 1.641
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLee, EYCen_HK
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorVan Aalst, Jen_HK
dc.date.accessioned2012-05-09T03:21:14Z-
dc.date.available2012-05-09T03:21:14Z-
dc.date.issued2006en_HK
dc.identifier.citationInternational Journal Of Computer-Supported Collaborative Learning, 2006, v. 1 n. 1, p. 57-87en_HK
dc.identifier.issn1556-1607en_HK
dc.identifier.urihttp://hdl.handle.net/10722/146662-
dc.description.abstractWe describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterpart (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements.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.subjectAssessmenten_HK
dc.subjectAsynchronous networked environmenten_HK
dc.subjectCollaborative inquiryen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectPortfoliosen_HK
dc.titleStudents assessing their own collaborative knowledge buildingen_HK
dc.typeArticleen_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.emailVan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.identifier.authorityVan Aalst, J=rp00965en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s11412-006-6844-4en_HK
dc.identifier.scopuseid_2-s2.0-33746117195en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33746117195&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume1en_HK
dc.identifier.issue1en_HK
dc.identifier.spage57en_HK
dc.identifier.epage87en_HK
dc.identifier.eissn1556-1615-
dc.identifier.isiWOS:000207460200004-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLee, EYC=27167834400en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.scopusauthoridVan Aalst, J=12783832200en_HK
dc.identifier.citeulike1080389-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats