Examining Knowledge Construction in Three Social Interactive Learning Environments: A Comparison of Knowledge Networks, Social Networks, and Social Knowledge Networks

Autor/inn/en	Duan, JinJu; Lu, Lin; Xie, Kui
Titel	Examining Knowledge Construction in Three Social Interactive Learning Environments: A Comparison of Knowledge Networks, Social Networks, and Social Knowledge Networks
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3914-3938 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duan, JinJu) ORCID (Xie, Kui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1944882
Schlagwörter	Educational Environment; Cooperative Learning; Social Networks; Interpersonal Relationship; Teaching Methods; Concept Formation; Outcomes of Education; Comparative Analysis; College Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Social network; Soziales Netzwerk; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Lernleistung; Schulerfolg; Collegestudent; Ausland
Abstract	Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01