Conceptual, metacognitive and collaborative learning in computer-supported inquiry for Chinese tertiary business students

Abstract

This study aims to design and evaluate a collaborative inquiry learning environment using Knowledge Forum for Chinese business students' project learning and to investigate how collaborative learning takes place. Participants were four intact classes of 102 Year 1 tertiary business students and two tutors. Two classes were experienced in a designed CSCL learning environment and the other two classes were taught in a conventional project-based approach. Data were obtained from surveys, interactions in the forum, writing quality and collaborative learning portfolio. Quantitative analyses indicated that the instructional groups outperformed the comparison groups on approaches to learning, conceptual understanding, and argumentation writing. Students' use of scaffolds on Knowledge Forum was significantly correlated with higher-level performance. Qualitative analyses using contrasting groups illustrate differences in conceptual, metacognitive and collaborative processes in computer-supported collaborative inquiry. The significance and implications of the study are also discussed.