Examining regulation of idea improvement and knowledge advances in a principle-based knowledge building environment

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.