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Article: Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses
Title | Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses |
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Authors | |
Issue Date | 2009 |
Publisher | Association 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? |
Abstract | Questions 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 Identifier | http://hdl.handle.net/10722/85086 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Niu, H | en_HK |
dc.contributor.author | van Aalst, JCW | en_HK |
dc.date.accessioned | 2010-09-06T09:00:41Z | - |
dc.date.available | 2010-09-06T09:00:41Z | - |
dc.date.issued | 2009 | en_HK |
dc.identifier.citation | Canadian Journal of Learning and Technology, 2009, v. 35 n. 1, p. online | en_HK |
dc.identifier.issn | 1499-6677 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/85086 | - |
dc.description.abstract | Questions 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.language | eng | en_HK |
dc.publisher | Association 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 | en_HK |
dc.relation.ispartof | Canadian Journal of Learning and Technology | en_HK |
dc.title | Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://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+Courses | en_HK |
dc.identifier.email | van Aalst, JCW: vanaalst@hkucc.hku.hk | en_HK |
dc.identifier.authority | van Aalst, JCW=rp00965 | en_HK |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.hkuros | 166491 | en_HK |
dc.identifier.issnl | 1499-6677 | - |