Collaborative Knowledge-Building: A Longitudinal Study

Autor/in	Li, Qing
Titel	Collaborative Knowledge-Building: A Longitudinal Study
Quelle	In: Journal of Educational Technology, 6 (2009) 3, S.42-57 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Higher Education; Graduate Study; Cooperation; Knowledge Level; Technology Uses in Education; Educational Technology; Longitudinal Studies; Blended Learning; Teaching Methods; Theories; Philosophy; Holistic Approach; Instructional Design; Group Activities; Cooperative Learning; Learning Motivation; Group Discussion; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Co-operation; Kooperation; Wissensbasis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Philosophie; Holistischer Ansatz; Lesson concept; Lessonplan; Unterrichtsentwurf; Gruppenaktivität; Kooperatives Lernen; Motivation for studies; Lernmotivation; Gruppendiskussion; Computerkonferenz
Abstract	The focus of this paper is on knowledge-building in a technology-supported learning environment in higher education through a longitudinal study of a graduate course from 2003 to 2007. The primary question is: how do learning conditions designed into a graduate course contribute to collaborative knowledge building? In particular, two major issues--theory acquisition and the ethics related to technology--are explored. The result indicates that the blended learning approach has proved to be particularly helpful in enhancing students' learning of more abstract ideas such as theory and philosophy. In addition, a holistic design of the course and its assignment has fostered collaborative knowledge building. Two special concerns are identified. First, students' group work needs to be flexible enough in order to promote learning and motivation. Second, appropriate integration of threaded discussion should consider the amount of work involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01