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Article: Peer scaffolding of knowledge building through collaborative groups with differential learning experiences

TitlePeer scaffolding of knowledge building through collaborative groups with differential learning experiences
Authors
Issue Date2006
PublisherBaywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331
Citation
Journal of Educational Computing Research, 2006, v. 35 n. 2, p. 123-144 How to Cite?
AbstractThis article describes a case study of an international collaboration between two classes of fifth grade students through an online discussion platform with one group more experienced in online knowledge building activities than the other. Before the collaboration, the novice class tended to produce isolated notes filled with information and confined their efforts to their own selected topics. When the more experienced class joined in, the discourse of the students in the novice class changed from more information-centered toward meaning negotiations; many more of their notes were linked with one another and they no longer confined their reading and responses to their own study topic. The class more experienced in knowledge building was more ready to express disagreement in their discourse. There was also evidence that the novice class learned from, the experienced class to ask more questions in their online discussion. When the joint-collaboration ended, the novice class could still, maintain the changed interaction patterns that reflected a stronger knowledge building orientation. © 2006, Baywood Publishing Co., Inc.
Persistent Identifierhttp://hdl.handle.net/10722/175428
ISSN
2015 Impact Factor: 0.644
2015 SCImago Journal Rankings: 0.550
References

 

DC FieldValueLanguage
dc.contributor.authorLai, Men_US
dc.contributor.authorLaw, Nen_US
dc.date.accessioned2012-11-26T08:58:43Z-
dc.date.available2012-11-26T08:58:43Z-
dc.date.issued2006en_US
dc.identifier.citationJournal of Educational Computing Research, 2006, v. 35 n. 2, p. 123-144en_US
dc.identifier.issn0735-6331en_US
dc.identifier.urihttp://hdl.handle.net/10722/175428-
dc.description.abstractThis article describes a case study of an international collaboration between two classes of fifth grade students through an online discussion platform with one group more experienced in online knowledge building activities than the other. Before the collaboration, the novice class tended to produce isolated notes filled with information and confined their efforts to their own selected topics. When the more experienced class joined in, the discourse of the students in the novice class changed from more information-centered toward meaning negotiations; many more of their notes were linked with one another and they no longer confined their reading and responses to their own study topic. The class more experienced in knowledge building was more ready to express disagreement in their discourse. There was also evidence that the novice class learned from, the experienced class to ask more questions in their online discussion. When the joint-collaboration ended, the novice class could still, maintain the changed interaction patterns that reflected a stronger knowledge building orientation. © 2006, Baywood Publishing Co., Inc.en_US
dc.languageengen_US
dc.publisherBaywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331en_US
dc.relation.ispartofJournal of Educational Computing Researchen_US
dc.titlePeer scaffolding of knowledge building through collaborative groups with differential learning experiencesen_US
dc.typeArticleen_US
dc.identifier.emailLaw, N: nlaw@hku.hken_US
dc.identifier.authorityLaw, N=rp00919en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.2190/GW42-575W-Q301-1765en_US
dc.identifier.scopuseid_2-s2.0-34547534457en_US
dc.identifier.hkuros124417-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34547534457&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume35en_US
dc.identifier.issue2en_US
dc.identifier.spage123en_US
dc.identifier.epage144en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridLai, M=23479808500en_US
dc.identifier.scopusauthoridLaw, N=7005934146en_US
dc.customcontrol.immutablesml 140624-

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