Knowledge Building in Online Mode: Insights and Reflections

Autor/inn/en	Soliman, Dina; Costa, Stacy; Scardamalia, Marlene
Titel	Knowledge Building in Online Mode: Insights and Reflections
Quelle	In: Education Sciences, 11 (2021), Artikel 425 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Costa, Stacy)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Higher Education; Graduate Study; COVID-19; Pandemics; Online Courses; Educational Technology; Technology Uses in Education; Videoconferencing; Asynchronous Communication; Student Responsibility; Foreign Countries; Design; Innovation; Communities of Practice; Knowledge Management; Scaffolding (Teaching Technique); Teamwork; Meetings; Self Evaluation (Individuals); Portfolio Assessment; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Community; Wissensmanagement; Meeting; Tagung; Portfoliobeurteilung; Kanada
Abstract	It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment--Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01