Fostering Collective and Individual Learning through Knowledge Building

Autor/inn/en	Zhao, Ke; Chan, Carol K. K.
Titel	Fostering Collective and Individual Learning through Knowledge Building
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 9 (2014) 1, S.63-95 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-013-9188-x
Schlagwörter	Foreign Countries; Knowledge Management; Knowledge Level; Computer Assisted Instruction; College Students; Business Administration Education; Active Learning; Student Projects; Writing Achievement; Portfolios (Background Materials); Student Surveys; Statistical Analysis; Qualitative Research; Scores; Comparative Analysis; Learner Engagement; Information Technology; Academic Discourse; Literacy; Cooperative Learning; Academic Achievement; China + Suchen Sie Ihr Suchwort? Ausland; Wissensmanagement; Wissensbasis; Computer based training; Computerunterstützter Unterricht; Collegestudent; Aktives Lernen; Schulprojekt; Schülerbefragung; Statistische Analyse; Qualitative Forschung; Informationstechnologie; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Kooperatives Lernen; Schulleistung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10