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International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.03.2014

Fostering collective and individual learning through knowledge building

verfasst von: Ke Zhao, Carol K. K. Chan

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 1/2014

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Abstract

The purpose of this study was to design and examine a computer-supported knowledge-building environment and to investigate both collective knowledge-building dynamics and individual learning in the context of a tertiary education course in mainland China. The participants were 102 students in four intact Year-one tertiary business classes. Two classes experienced a knowledge-building environment (CKB) and the other two were taught using a regular project-based approach (RPBL). Data were obtained from interactions in the forum, writing quality, group-learning portfolios, and surveys. Quantitative analyses indicated that the knowledge-building groups outperformed the comparison groups on academic literacy assessed in terms of conceptual understanding and explanation, and obtained higher scores on beliefs about collaboration. Within-group analyses indicated that the students’ engagement in Knowledge Forum was a significant predictor of their academic literacy. Qualitative contrastive analyses of high- and low-performance groups identified different patterns of conceptual, metacognitive and social processes, and showed that student groups engaging in more collective and meta-discourse discourse moves performed better on individual scores in academic literacy. The implications of examining both collaborative dynamics and individual learning and designing computer-supported knowledge building for tertiary students are discussed.

Vorheriger Artikel Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities

Nächster Artikel Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base

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Titel: Fostering collective and individual learning through knowledge building
verfasst von: Ke Zhao
Carol K. K. Chan
Publikationsdatum: 01.03.2014
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 1/2014
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-013-9188-x

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