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Article: Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses

TitleParticipation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses
Authors
Issue Date2009
PublisherAssociation for Media and Technology in Education in Canada (A M T E C). The Journal's web site is located at http://www.cjlt.ca
Citation
Canadian Journal of Learning and Technology, 2009, v. 35 n. 1, p. online How to Cite?
AbstractQuestions about the suitability of cognitively-oriented instructional approaches for students of different academic levels are frequently raised by teachers and researchers. This study examined student participation in knowledge-building discourse in two implementations of a short inquiry unit focusing on environmental problems. Participants in each implementation consisted of students taking a mainstream or an honours version of a tenth grade social studies course. We retrieved data about students’ actions in Knowledge Forum® (e.g., the number of notes created and the percentage of notes with links), and conducted a content analysis of the discourse by each collaborative group. We suggest the findings provide cause for optimism about the use of knowledge-building discourse across academic levels: there was moderate to strong evidence of knowledge building in both classes by Implementation 2. We end with suggestions for focusing online work more directly on knowledge building.
Persistent Identifierhttp://hdl.handle.net/10722/85086
ISSN

 

DC FieldValueLanguage
dc.contributor.authorNiu, Hen_HK
dc.contributor.authorvan Aalst, JCWen_HK
dc.date.accessioned2010-09-06T09:00:41Z-
dc.date.available2010-09-06T09:00:41Z-
dc.date.issued2009en_HK
dc.identifier.citationCanadian Journal of Learning and Technology, 2009, v. 35 n. 1, p. onlineen_HK
dc.identifier.issn1499-6677en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85086-
dc.description.abstractQuestions about the suitability of cognitively-oriented instructional approaches for students of different academic levels are frequently raised by teachers and researchers. This study examined student participation in knowledge-building discourse in two implementations of a short inquiry unit focusing on environmental problems. Participants in each implementation consisted of students taking a mainstream or an honours version of a tenth grade social studies course. We retrieved data about students’ actions in Knowledge Forum® (e.g., the number of notes created and the percentage of notes with links), and conducted a content analysis of the discourse by each collaborative group. We suggest the findings provide cause for optimism about the use of knowledge-building discourse across academic levels: there was moderate to strong evidence of knowledge building in both classes by Implementation 2. We end with suggestions for focusing online work more directly on knowledge building.-
dc.languageengen_HK
dc.publisherAssociation for Media and Technology in Education in Canada (A M T E C). The Journal's web site is located at http://www.cjlt.caen_HK
dc.relation.ispartofCanadian Journal of Learning and Technologyen_HK
dc.titleParticipation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Coursesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1499-6677&volume=35&spage=online&epage=&date=2009&atitle=Participation+in+Knowledge-Building+Discourse:+An+Analysis+of+Online+Discussions+in+Mainstream+and+Honours+Social+Studies+Coursesen_HK
dc.identifier.emailvan Aalst, JCW: vanaalst@hkucc.hku.hken_HK
dc.identifier.authorityvan Aalst, JCW=rp00965en_HK
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros166491en_HK

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