Influence of Participation, Facilitator Styles, and Metacognitive Reflection on Knowledge Building in Online University Courses

Autor/inn/en	Cacciamani, Stefano; Cesareni, Donatella; Martini, Francesca; Ferrini, Tiziana; Fujita, Nobuko
Titel	Influence of Participation, Facilitator Styles, and Metacognitive Reflection on Knowledge Building in Online University Courses
Quelle	In: Computers & Education, 58 (2012) 3, S.874-884 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.10.019
Schlagwörter	Constructivism (Learning); Undergraduate Students; Facilitators (Individuals); Reflection; Metacognition; Cooperative Learning; Student Participation; Epistemology; Influences; Instructional Effectiveness; Learning Processes; Instructional Design; Online Courses; Blended Learning; Web Based Instruction; College Instruction; Leadership Styles + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erkenntnistheorie; Influence; Einfluss; Einflussfaktor; Unterrichtserfolg; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Web Based Training; Hochschullehre; Führungsstil
Abstract	Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the socio-cognitive dynamic of epistemic agency, in which students exercise a higher level of agency for setting forth their ideas and negotiating fit with those of others rather than relying on their teacher. The purpose of this paper is to investigate the influence of (a) levels of participation, (b) facilitator styles and (c) metacognitive reflection on knowledge building in two blended, post-secondary education contexts. A study of a total of 67 undergraduate students suggest that high levels of participation, a supportive facilitator style, and ample opportunities for metacognitive reflection on the students' own participation strategies are most conducive for fostering epistemic agency for knowledge building. Implications of these results for research and instructional design of online courses are discussed. (Contains 8 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10