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Conference Paper: Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment
Title | Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment |
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Authors | |
Issue Date | 2017 |
Publisher | International Society of the Learning Sciences. |
Citation | 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 881-882 How to Cite? |
Abstract | This study examined students’ knowledge building and regulation strategies in a computer-supported knowledge building environment, and specifically examined students’ self-regulation and co-regulation strategies through students’ discourse and reflections in Knowledge Forum®(KF). Participants were one class of grade-nine secondary school students. Qualitative analyses of both students’ discourse and portfolio notes in KF identified three patterns of regulation including self-regulation, co-regulation and collective regulation for idea improvement. Quantitative analysis indicated that students’ metacognitive and regulation engagement was correlated with their domain understanding. |
Persistent Identifier | http://hdl.handle.net/10722/263685 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Tong, Y | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | van Aalst, JCW | - |
dc.contributor.author | Liu, K | - |
dc.date.accessioned | 2018-10-22T07:42:57Z | - |
dc.date.available | 2018-10-22T07:42:57Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 881-882 | - |
dc.identifier.isbn | 978-0-9903550-2-1 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263685 | - |
dc.description.abstract | This study examined students’ knowledge building and regulation strategies in a computer-supported knowledge building environment, and specifically examined students’ self-regulation and co-regulation strategies through students’ discourse and reflections in Knowledge Forum®(KF). Participants were one class of grade-nine secondary school students. Qualitative analyses of both students’ discourse and portfolio notes in KF identified three patterns of regulation including self-regulation, co-regulation and collective regulation for idea improvement. Quantitative analysis indicated that students’ metacognitive and regulation engagement was correlated with their domain understanding. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences. | - |
dc.relation.ispartof | 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 | - |
dc.title | Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.email | van Aalst, JCW: vanaalst@hku.hk | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.authority | van Aalst, JCW=rp00965 | - |
dc.identifier.hkuros | 295476 | - |
dc.identifier.volume | 2 | - |
dc.identifier.spage | 881 | - |
dc.identifier.epage | 882 | - |
dc.publisher.place | Philadelphia, PA | - |