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Conference Paper: Developing Productive Discourse for Knowledge Building: A Blended Approach Based on Learning Analytics
| Title | Developing Productive Discourse for Knowledge Building: A Blended Approach Based on Learning Analytics |
|---|---|
| Authors | |
| Issue Date | 2023 |
| Citation | Proceedings of International Conference of the Learning Sciences Icls, 2023, p. 585-592 How to Cite? |
| Abstract | This study investigates how secondary school students developed discourse understanding and engaged in productive discourse through a learning analytics-supported blended approach in a knowledge building environment. The study involved 15 10th-grade students studying visual arts in a Hong Kong secondary school. Students worked on collective inquiry in Art and Design through online Knowledge Forum® and classroom discussion. A key design involved the integration of online and classroom discussions through meta-discourse with the support of learning analytics. Results indicated that the students promoted discourse understanding and engaged in productive online discourse progressively. Qualitative analysis of classroom discourse and artifacts revealed students developed discourse understanding, relating to noticing of quantity and quality of discussion. The implications for the analytics-supported design to help students engage in productive discourse for knowledge building are discussed. |
| Persistent Identifier | http://hdl.handle.net/10722/367173 |
| ISSN | 2020 SCImago Journal Rankings: 0.199 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Tong, Yuyao | - |
| dc.contributor.author | Yang, Chao | - |
| dc.contributor.author | Chen, Gaowei | - |
| dc.contributor.author | Chan, Carol K.K. | - |
| dc.date.accessioned | 2025-12-08T01:58:49Z | - |
| dc.date.available | 2025-12-08T01:58:49Z | - |
| dc.date.issued | 2023 | - |
| dc.identifier.citation | Proceedings of International Conference of the Learning Sciences Icls, 2023, p. 585-592 | - |
| dc.identifier.issn | 1814-9316 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/367173 | - |
| dc.description.abstract | This study investigates how secondary school students developed discourse understanding and engaged in productive discourse through a learning analytics-supported blended approach in a knowledge building environment. The study involved 15 10th-grade students studying visual arts in a Hong Kong secondary school. Students worked on collective inquiry in Art and Design through online Knowledge Forum® and classroom discussion. A key design involved the integration of online and classroom discussions through meta-discourse with the support of learning analytics. Results indicated that the students promoted discourse understanding and engaged in productive online discourse progressively. Qualitative analysis of classroom discourse and artifacts revealed students developed discourse understanding, relating to noticing of quantity and quality of discussion. The implications for the analytics-supported design to help students engage in productive discourse for knowledge building are discussed. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Proceedings of International Conference of the Learning Sciences Icls | - |
| dc.title | Developing Productive Discourse for Knowledge Building: A Blended Approach Based on Learning Analytics | - |
| dc.type | Conference_Paper | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.scopus | eid_2-s2.0-105005943011 | - |
| dc.identifier.spage | 585 | - |
| dc.identifier.epage | 592 | - |