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Article: Fostering collective and individual learning through knowledge building

TitleFostering collective and individual learning through knowledge building
Authors
KeywordsAcademic literacy
Collaborative knowledge building
Computer-supported inquiryH
Higher education
Technology-enhanced learning environment
Issue Date2014
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, 2014, v. 9 n. 1, p. 63-95 How to Cite?
AbstractThe purpose of this study was to design and examine a computer-supported knowledge-building environment and to investigate both collective knowledge-building dynamics and individual learning in the context of a tertiary education course in mainland China. The participants were 102 students in four intact Year-one tertiary business classes. Two classes experienced a knowledge-building environment (CKB) and the other two were taught using a regular project-based approach (RPBL). Data were obtained from interactions in the forum, writing quality, group-learning portfolios, and surveys. Quantitative analyses indicated that the knowledge-building groups outperformed the comparison groups on academic literacy assessed in terms of conceptual understanding and explanation, and obtained higher scores on beliefs about collaboration. Within-group analyses indicated that the students' engagement in Knowledge Forum was a significant predictor of their academic literacy. Qualitative contrastive analyses of high- and low-performance groups identified different patterns of conceptual, metacognitive and social processes, and showed that student groups engaging in more collective and meta-discourse discourse moves performed better on individual scores in academic literacy. The implications of examining both collaborative dynamics and individual learning and designing computer-supported knowledge building for tertiary students are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/264293
ISSN
2017 Impact Factor: 3.273
2015 SCImago Journal Rankings: 1.641
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhao, K-
dc.contributor.authorChan, CKK-
dc.date.accessioned2018-10-22T07:52:37Z-
dc.date.available2018-10-22T07:52:37Z-
dc.date.issued2014-
dc.identifier.citationInternational Journal of Computer-Supported Collaborative Learning, 2014, v. 9 n. 1, p. 63-95-
dc.identifier.issn1556-1607-
dc.identifier.urihttp://hdl.handle.net/10722/264293-
dc.description.abstractThe purpose of this study was to design and examine a computer-supported knowledge-building environment and to investigate both collective knowledge-building dynamics and individual learning in the context of a tertiary education course in mainland China. The participants were 102 students in four intact Year-one tertiary business classes. Two classes experienced a knowledge-building environment (CKB) and the other two were taught using a regular project-based approach (RPBL). Data were obtained from interactions in the forum, writing quality, group-learning portfolios, and surveys. Quantitative analyses indicated that the knowledge-building groups outperformed the comparison groups on academic literacy assessed in terms of conceptual understanding and explanation, and obtained higher scores on beliefs about collaboration. Within-group analyses indicated that the students' engagement in Knowledge Forum was a significant predictor of their academic literacy. Qualitative contrastive analyses of high- and low-performance groups identified different patterns of conceptual, metacognitive and social processes, and showed that student groups engaging in more collective and meta-discourse discourse moves performed better on individual scores in academic literacy. The implications of examining both collaborative dynamics and individual learning and designing computer-supported knowledge building for tertiary students are discussed.-
dc.languageeng-
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=true-
dc.relation.ispartofInternational Journal of Computer-Supported Collaborative Learning-
dc.subjectAcademic literacy-
dc.subjectCollaborative knowledge building-
dc.subjectComputer-supported inquiryH-
dc.subjectHigher education-
dc.subjectTechnology-enhanced learning environment-
dc.titleFostering collective and individual learning through knowledge building-
dc.typeArticle-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.authorityChan, CKK=rp00891-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11412-013-9188-x-
dc.identifier.scopuseid_2-s2.0-84895196379-
dc.identifier.hkuros295405-
dc.identifier.hkuros295377-
dc.identifier.volume9-
dc.identifier.issue1-
dc.identifier.spage63-
dc.identifier.epage95-
dc.identifier.isiWOS:000332542100004-
dc.publisher.placeUnited States-

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