Levels Of Knowledge Construction Research Articles

在线影评留言回帖初探：以电影《我不是潘金莲》为例

近几年人们阅读和发表影评的形式逐渐发生着变化，在观影之后的观点交流、心得分享也越来越多。影评文化中大量的在线留言和评论，是具有价值、需要被关注的。影评作者和留言用户都是影评人，对于电影营销、电影票房都有着举足轻重的地位。用户之间对于影评的留言回帖互动、共享信息和知识构建，对于促进更多的建设性评价来共同促进电影的质量是有贡献价值的。本研究聚焦在线影评的留言回帖区，通过深入研究影评留言回帖内容，对留言进行分类，探讨知识构建的内容层次和种类、知识构建的留言对用户解读影评是否产生意义、留言用户的心态等。为电影营销、电影创作团队、豆瓣平台等相关电影机构和从业人员提供参考。 In recent years, the way people read and make film reviews is undergoing changes. More and more people tend to exchange views and share ideas after seeing films. A large number of online messages and comments in the film culture are valuable and are therefore worth attention. People who write film reviews as well as leave comments can all be regarded as film critics. They are of great significance to the marketing strategies and box office of films. Users’ discussion, information exchange and knowledge construction can attract more constructive ideas, which will help promote the quality of films. In order to gain a better understanding of the present situation of online feedback, this study focuses on the replies and knowledge constructions of the online review. “Online review” is based on the new media environment and is aimed at sharing, interaction and communication. This study makes an in-depth analysis of content of the replies, classifies them into different categories so as to explore the levels of knowledge construction and the mindset of users. It utilizes content analysis method to categorize and summarize the users’ replies in order to explore whether the comments about knowledge construction are meaningful to the interpretation of the films and film reviews. Through the investigation of the users’ reviewing behavior, the motives of their participation in online review are explored and concluded, which can serve as the reference for such relevant film institutions and practitioners as film marketing team, film creation team and Douban platform.

Behavioral patterns of knowledge construction in online cooperative translation activities

This study investigated the behavioral patterns of students' knowledge construction in online cooperative translation activities. Forty-eight college students participated in the study. Methods of lag sequential analysis and frequency analysis were adopted. Results showed that 1) all behavior stayed within the medium level of knowledge construction, and from which four significant behavioral sequences were identified; 2) distinctions existed between higher- and lower-engagement students with respect to behavioral patterns; and 3) the behaviors of negotiation and knowledge co-construction occurred more frequently and continually in the higher-engagement group. In addition, this study also revealed certain limitations of students' knowledge construction behavior in online cooperative translation environments without teacher guidance, specifically the exorbitant social-emotional interaction and the inactive engagement of some students.

Students’ Levels of Knowledge Construction and Cognitive Skills in an Online Forum Learning Environment

Online forum is one of the popular activities in a learning management system environment. It allows participants to collaborate and construct knowledge based on the assigned topic. This study attempts to measure the levels of knowledge construction and cognitive skills among postgraduate students participating in an online forum based on the messages they posted. A total of 16 postgraduate students enrolling in a master by coursework program in a public university in Malaysia were involved in this study. One weekly forum was randomly selected from one of the courses offered in this program. Their knowledge construction levels were measured based on the Interaction Analysis Model, while their cognitive skills were measured using the Bloom's Revised Taxonomy. The analysis reveals a total of 101 posts. In terms of levels of knowledge construction, majority of the posts (71.3%) are from the lower levels of knowledge construction, with sharing/comparing of information obtained the highest percentage of messages posted (52.5%). It is followed by discovery and exploration of dissonance or inconsistency among participants (19.8%), and negotiation of meaning or co-construction of knowledge (18.8%). In terms of levels of cognitive skills, majority of the messages are also at the lower level (posts for ‘remember’, ‘understand’ and ‘apply’ contribute to 74.2% of the total posts), with ‘understand’ level involving 37.6%, followed by ‘remember’ (25.7%). However, ‘evaluate’ as one of the higher cognitive levels, recorded 17.8% messages. Although these findings indicate some form of collaboration and construction of knowledge, an important concern arises – the participants’ levels of knowledge construction and cognitive skills are still at the lower levels, therefore, immediate measures have to be taken to alleviate this issue.

A Proposed Conceptual Framework in Measuring Social Interaction and Knowledge Construction Level in Asynchronous Forum among University Students

This paper presents a conceptual framework of a study that aims to measure students’ social interaction and knowledge construction in an asynchronous online forum. In order to acquire meaningful learning through online forum, the proposed framework is grounded on three theories, namely social constructivism, theory of online learning and connectivism theory. In addition, a combination of multi analysis techniques in analyzing the forum messages was proposed, which include content analysis, cluster analysis and social network analysis. This study intends to elucidate the proposed conceptual framework with particular emphasis on the advantages of applying each method of analysis.

Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum

Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum

Using the Community of Inquiry Model to Investigate Students' Knowledge Construction in Asynchronous Online Discussions

This study used the Community of Inquiry (CoI) model proposed by Garrison to investigate students' level of knowledge construction in asynchronous discussions. The participants included 36 senior students (27 males) majoring in information management. The students attended 18 weeks of an online information ethics course. In this study, four types of discussion topics—theory exploration, life experience, case-based, and debate discussion—were designated, and their relationships with cognitive, social, and teaching presence (CP, SP, and TP, respectively) were explored. The students' attitudes toward and perception of online discourse were also examined. Data were collected from the participants' message posts, the teacher's reflection notes, and a survey that the students completed. Content analysis was performed according to the CoI model. The results indicate that the discussion types were significantly related to CP, SP, and the students' perceptions of the course, but that the discussion types were not related to TP. This study also found that the students' level of knowledge construction was best for topics related to life experience and case-study analysis. Therefore, this study recommends that to enhance the students' level of knowledge construction, teachers should design case-based discussions that are combined with social events or life experiences that integrate authentic aspects of personal life rather than pure theory or debate issues.

The Effect of Structured Divergent Prompts on Knowledge Construction

Discussion forums are a widely used activity in online courses. However, knowledge construction within online discussion rarely reaches higher levels. Therefore, it is important to understand which aspects of online discussion encourage learning and increase knowledge construction. This paper investigates the effect three Structured Divergent prompts (playground prompts, brainstorm prompts, and focal prompts) have on knowledge construction as compared to Convergent prompts. Participants (N=58) were required to post in an online discussion thread during a graduate education course at a private university. The Interaction Analysis Model was used to determine the levels of knowledge construction demonstrated within students’ posts. The posts were given a score using the following codes: 0-no post/no understandable post; 1-sharing information, 2-disagreeing; 3-negotiation of meaning; 4-testing co-construction; 5-agreement of the constructed meaning. The analysis revealed that two of the three Structured Divergent prompts (focal and brainstorm) yielded significantly higher levels of knowledge construction as compared to Convergent prompts.

Practicing GIS as Mixed Method: Affordances and Limitations in an Urban Gardening Study

Geographic information systems (GIS) represent more than a tool for spatial data handling. Qualitative and mixed-methods approaches with GIS value the suite of spatial methods and technologies, while typically showing a marked sensitivity toward issues of subjectivity, knowledge production, exclusion, reflexivity, and power relations. Although recent research in the use of qualitative GIS demonstrates the ways in which spatial representations and analyses can be used as part of critical geographic inquiry, there remain significant opportunities to demonstrate and synthesize the particular affordances of these approaches. Alongside broader developments in public scholarship and the digital humanities, mixed-methods research with GIS is coming of age, as technological innovations are easing access to data and access to visualization and analytical tools for some. The implications of these developments at the level of knowledge construction within community-based, critical research have been underexplored, however. What are the specific affordances of mixed-methods research with GIS? How are mixed-methods knowledges made and worked through community engagement? Here, we trace how qualitative GIS methods uniquely enable multiple narratives to change the ways in which GIS is practiced. To illustrate this process, we present findings from the use of qualitative GIS to study urban gardening in a postindustrial, Midwestern city. Key Words: critical GIS, qualitative GIS, urban gardening, urban geography.

Computer-supported collaborative learning at the clinical workplace: students and #8217; perceptions and the effect of knowledge construction on learning outcome

Objective: Individual online learning in medical education has shown positive learning outcome. However, from a social-constructivist perspective, students are participants of a collaborative learning process. Online collaborative learning in a clinical environment can be organised by computer-supported collaborative learning (CSCL). Although it is known that student‟s perceptions influences their knowledge construction in CSCL arrangements, it remains unclear whether students� knowledge construction in a CSCL environment can positively influence students‟ learning outcome, expressed by grades given by an expert. Therefore, the purposes of present study are (1) to explore medical students‟ subjective perceptions on a task in an asynchronous discussion forum of a CSCL environment. (2) To explore the effect of medical students knowledge construction on knowledge improvement. (3) To explore whether medical students‟ learning outcome was positively improved by active knowledge construction. Methods: Forty-four medical students were randomly assigned to either an experimental (n=21) or control group (n=23). Each individual student had to solve a self-selected clinical problem, written down in a pre-formatted critical appraisal paper. Students of the experimental group participated in a structured asynchronous on-line discussion on their papers. Students in the control group did not discuss their papers with peers. All students submitted their final paper for grading. Students in the experimental group were asked whether the paper was revised after discussion according to peer feedback. A questionnaire and a semi-structured interview was used to address students‟ perceptions on preparation, design, participation and knowledge improvement. Students‟ discussion postings were analysed on content. Postings were classified in revised or unrevised paper discussions, and compared. All papers were blinded by the researcher and independently rated by two experienced staff-members. Papers were classified in control group papers, and in pre and post (revised) papers from the experimental group. Grades were compared between pre and post papers, and between papers from the control group and post papers. Students‟ post papers were paired with the corresponding pre papers and compared by grade. Results: Questionnaire items showed positive students‟ perceptions on participation, design, and knowledge improvement. Interview items reported both positive and negative perceptions by students. Content-analysis of postings showed a significantly higher level of knowledge construction in the revised paper discussions. However, no grade differences were found between the pre and post papers, as well as between the control group papers and the post papers from the experimental group. Six post papers were revised by students after discussion and paired with corresponding pre papers, showing no significant differences between pairs. Conclusion: Medical students show positive subjective perceptions on a structured asynchronous on-line discussion of their papers. Medical students revising their written task after discussion, show significantly higher active knowledge construction during an asynchronous CSCL discussion. Active knowledge construction of medical students during an asynchronous CSCL discussion is not necessarily paralleled by a significantly higher expert grading.

Knowledge construction in online learning communities: a case study of a doctoral course

This paper documents a study investigating co-construction of knowledge by doctoral students in an online learning community. In this study 12 students participated in the coursework and thesis proposal development stages of a doctoral program offered by a research-intensive university in New Zealand. Socio-cultural and social constructivist approaches were adopted to frame the design of this program. The findings of this study show that there was a high level of knowledge construction in some of the discussion forums of the program. Teaching strategies, in terms of how the learning tasks were designed, the amount of direct instruction provided, as well as how the discussions were moderated, were factors affecting knowledge construction. The active agency of the learners as well as the role assigned to them in the online discussion forums also had an impact on knowledge construction. This study also confirmed the importance of structure and leadership in online discussions.

Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers.

BackgroundMedical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students’ activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students’ decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers.MethodsForty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students’ postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers.ResultsTwenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: “appraisal of the selected article(s)”, and “relevant conclusion regarding the clinical problem”.ConclusionA CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics.

The Process of Reflexión in Bridging Testimonios Across Lived Experience

From Latinas’ locations in the margins of academe and society emerges a unique set of challenges complicated by racism, sexism, and classism. One form of resistance to these multiple marginalities involves drawing upon and (re)telling one's lived experience to expose oppression and systemic violence. Testimonio is a conceptual and methodological tool that transforms personal narrative into this type of resistance. In this article, the authors employ testimonio to document, from an intergenerational perspective, critical consequences and benefits of the academic socialization process for Latina academics. In examining the exchange between and among four established and four emerging Latina scholars, the authors uncovered an innovative methodological technique for bridging testimonios across lived experience; this technique is referred to as reflexión and enhances the level of knowledge construction that testimonio offers in formulating a collective consciousness across generations and social identities, crafting theories about Latina scholars in academe, and demonstrating that lived experience is integral to knowledge creation.

The role of scaffolding and motivation in CSCL

Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned 'Optima' environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.

Using social web tools for knowledge construction

This paper examines knowledge construction in a distributed learning environment supported by social web tools. Research data was gathered from online asynchronous discussions in a first-year masters degree course in multimedia in education. Our analysis was modelled on Gunawardena et al.'s (1997) study and results indicate that, despite a significant percentage in the phase of sharing and comparing information, interaction at the highest levels of knowledge construction is relevant and suggests that knowledge was constructed.

Fostering Higher Knowledge Construction Levels in Online Discussion Forums

Prior research has suggested that higher levels of knowledge construction (e.g., where opinions are argued, challenged, or negotiated) have rarely been demonstrated in student online discussions. In this study, the authors replicate prior research on group size, discussion duration, and student facilitation techniques to examine the influence of these factors on the attainment of higher level knowledge construction. Data were collected from 12 online discussion forums involving undergraduate students and students’ reflection logs. Analysis of the data confirms a significant positive correction between higher level knowledge construction occurrences and group size. No correlation is found between the discussion duration and the occurrences of higher level knowledge construction. Further analysis between the higher and lower performing forums suggests that a certain critical mass, which appears to be a group size of about 10 participants, may be required to direct the discussion to advanced levels of knowledge construction. In addition, results show that students in higher performing forums used the facilitation technique of pointing, highlighting unanswered or unresolved issues statistically significantly more than their counterparts in lower performing forums.

Project-based learning and student knowledge construction during asynchronous online discussion

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed.

Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study

This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided.

Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

This study focuses on stimulating social knowledge construction in e-discussions and examines the introduction of five roles: starter, summariser, moderator, theoretician, and source searcher. Asynchronous discussion groups of 10 1st-year students Instructional Sciences were organised to foster students’ processing of the learning content. Four successive authentic tasks of three weeks each were presented. Taking into account the moment of introduction of the role assignment (at the start of the discussions versus at the end), the differential impact of the roles on knowledge construction is studied through quantitative content analysis based on the interaction analysis model of Gunawardena, Lowe, and Anderson (1997). The results show a positive effect of role assignment on students’ social knowledge construction at the start of the discussions. This implies that roles should be introduced at the start of the discussions and can be faded out towards the end. With respect to the differential impact of the roles, the results show that messages from moderators, theoreticians, and summarisers reflect higher levels of knowledge construction at the start of the discussions. Even students without a role in role-supported groups benefit from the role introduction.

Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors

The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course ( N = 135). Content analysis was applied to analyse the level of knowledge construction in students' online postings. The results indicated that students in the tutor-supported discussions reached significantly higher levels of knowledge construction as compared to students in the role-supported group. These findings underline the value of regulation by cross-age peer tutors to foster freshmen's knowledge construction processes.

Structuring asynchronous discussion groups: the impact of role assignment and self‐assessment on students' levels of knowledge construction through social negotiation

AbstractThis article examines the impact of the introduction of roles and the added value of self‐assessment on students' level of knowledge construction in online asynchronous discussions in a first‐year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12‐week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated‐measures multilevel modeling was adopted to analyse the data from the content analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self‐assessment has no significant added value.