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Article: Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students

TitleQuestioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students
Authors
KeywordsCSCL
Knowledge building
Questioning
Issue Date2013
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2013, v. 41 n. 3, p. 597-620 How to Cite?
AbstractThis paper aims to study the relationship between questioning and the quality of knowledge constructed in a CSCL context. In previous studies, different units of analysis are employed and the patterns of relationships are not consistent for different age groups. The analytic units of a thread, an individual, and a group are employed in this study, and two grades of students (grade 6 and grade 10) are investigated. At the thread level, we aim to examine to what extent questioning can be a mechanism for knowledge advancement, and we find that the tenth-graders are capable to advance knowledge through questioning, while for the sixth-graders, more facilitation seems to be needed. At the individual level, we find that for the sixth-graders, those asking good questions are likely to express high-level explanations, suggesting that individual competence plays an important role in advancing knowledge among these younger students. For the tenth-graders, a 'division of labor' is observed that good questions are generated by some students while high-level explanations by others. At the group level, a high and positive correlation is found for both grades. The findings suggest further research is needed to examine other possible mechanisms for knowledge advancement in online collaborative discourse. © 2012 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/175522
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLai, Men_US
dc.contributor.authorLaw, Nen_US
dc.date.accessioned2012-11-26T08:59:03Z-
dc.date.available2012-11-26T08:59:03Z-
dc.date.issued2013en_US
dc.identifier.citationInstructional Science, 2013, v. 41 n. 3, p. 597-620en_US
dc.identifier.issn0020-4277en_US
dc.identifier.urihttp://hdl.handle.net/10722/175522-
dc.description.abstractThis paper aims to study the relationship between questioning and the quality of knowledge constructed in a CSCL context. In previous studies, different units of analysis are employed and the patterns of relationships are not consistent for different age groups. The analytic units of a thread, an individual, and a group are employed in this study, and two grades of students (grade 6 and grade 10) are investigated. At the thread level, we aim to examine to what extent questioning can be a mechanism for knowledge advancement, and we find that the tenth-graders are capable to advance knowledge through questioning, while for the sixth-graders, more facilitation seems to be needed. At the individual level, we find that for the sixth-graders, those asking good questions are likely to express high-level explanations, suggesting that individual competence plays an important role in advancing knowledge among these younger students. For the tenth-graders, a 'division of labor' is observed that good questions are generated by some students while high-level explanations by others. At the group level, a high and positive correlation is found for both grades. The findings suggest further research is needed to examine other possible mechanisms for knowledge advancement in online collaborative discourse. © 2012 Springer Science+Business Media B.V.en_US
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_US
dc.relation.ispartofInstructional Scienceen_US
dc.rightsThe original publication is available at www.springerlink.com-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectCSCLen_US
dc.subjectKnowledge buildingen_US
dc.subjectQuestioningen_US
dc.titleQuestioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of studentsen_US
dc.typeArticleen_US
dc.identifier.emailLai, M: minglai2011@gmail.comen_US
dc.identifier.emailLaw, N: nlaw@hku.hk-
dc.identifier.authorityLaw, N=rp00919en_US
dc.description.naturepostprinten_US
dc.identifier.doi10.1007/s11251-012-9246-1en_US
dc.identifier.scopuseid_2-s2.0-84874967150en_US
dc.identifier.hkuros212221-
dc.identifier.isiWOS:000316289700008-
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridLaw, N=7005934146en_US
dc.identifier.scopusauthoridLai, M=55236591200en_US
dc.identifier.citeulike10783358-

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