Levels Of Knowledge Construction Research Articles

Effects of cooperative learning modes on reading comprehension: general trends and comparative analysis between students with and without vision impairment

ABSTRACT It is essential to consider the impact of the cooperative learning (CL) mode when evaluating the effect of cooperative reading between students with and without vision impairment (VI) in inclusive classrooms. This research employs a within-subject two-factor experimental design to investigate the influence of the CL mode on the reading comprehension performance and cooperation level of students with and without VI, considering two text types. The independent variables are CL modes (positive interdependence <PI> vs. individual accountability <IA>) and text types (narrative vs. expository). Reading comprehension performance is the outcome-oriented variable, and cooperation level (including knowledge construction, social interaction, and content contribution) is the process-oriented variable. Findings reveal challenges for VI and sighted upper-grade elementary students in reaching higher levels of knowledge construction during cooperative reading tasks. The PI mode demonstrates higher levels of knowledge construction for narrative texts, while the IA mode shows superior content contribution for expository texts. Notably, VI students achieve lower reading comprehension scores than sighted students in the IA mode and face disadvantages in knowledge construction and content contribution across different reading comprehension scenarios. Building upon these findings, this study put forward suggestions to improve reading comprehension and cooperative participation for VI students.

Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers

AbstractBackground StudyAsynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan.ObjectivesThis study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process.MethodsThis study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open‐ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage.Results and ConclusionThe research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher‐led interim summaries, pose Socratic questions, and incorporate problem‐solving projects can promote higher‐level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher‐order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation.LimitationThe study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action‐research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.

Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers’ learning performance, knowledge construction, and social network during online training

AbstractBackgroundCollaborative learning has become a crucial approach to promoting online in‐service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impact of peer recommendation on in‐service teachers' online training.ObjectivesTherefore, based on the collaborative filtering approach, a peer recommendation mechanism for in‐service teachers was constructed in this study. We investigated the effects of the constructed mechanism on in‐service teachers' online learning performance, interactive knowledge construction behavioural patterns and social networks.MethodsIn this study, 82 in‐service teachers were recruited to participate in the study. Participants under the experimental condition (n = 41) were invited to apply collaborative filtering‐based peer recommendation mechanism for grouping, while participants under the control condition (n = 41) were invited to use random grouping method. Participants' interaction data were collected from online collaborative discussion activities in a 5‐week asynchronous online course. The pre‐post knowledge test, content analysis, lag sequential analysis and social network analysis were used to analyse the differences between groups.Results and ConclusionsThe following findings were revealed: (1) the experimental group performed better than the control group in terms of online learning performance; (2) interactive knowledge construction behavioural patterns generated in collaborative activities showed that the experimental group achieved deeper level of knowledge construction in collaboration than the control group; (3) social networks generated in collaborative activities showed that the experimental group had tighter interaction relationships than the control group. Therefore, the peer recommendation mechanism could be useful to improve peer recommendation for group composition and had positive effects on in‐service teachers' online training.ImplicationsThis study can shed light on the construction of peer recommendation mechanism in recommending appropriate peers for in‐service teachers and different learners in online collaborative learning.

Using Social Learning Analytic Methods to Examine Social Construction of Knowledge in Online Discussions

ABSTRACT Analyzing how participants learn from each other during online forums on discussion boards or social media platforms is often challenging. One of the predominant methods of analyzing such learning is through qualitative content analysis or interaction analysis. The Interaction Analysis Model (IAM), developed by Gunawardena, Lowe and Anderson which qualitatively examines five levels of social construction of knowledge in online discussions has gained traction among researchers as a viable model for assessing how participants learn from each other. However, analyzing large amounts of textual data using this model can be time consuming. Therefore, this study explores how a social learning analytic method based on text analysis can be used to quantitatively analyze the five levels of knowledge construction stipulated in the IAM. Automating the analysis process will enable researchers and instructors to develop a snapshot of the process of social construction of knowledge in online discussions, and thereby make improvements to discussions to enhance collaborative learning as it unfolds.

An interaction analysis model to study knowledge construction in xMOOCs

One of the recent tools of online teaching and learning has been MOOC which utilizes the web and can be considered a critical factor in delivering future lessons. Coursera is an approved and famous online learning tool established by two professors from Stanford. According to previous studies, Coursera concentrates on duplicating knowledge instead of constructing it. The present work aims at observing Coursera community in its normal context and investigating how participants construct knowledge. The required data were gathered through archive data including the top and chosen posts of online discussion groups. The interaction analysis model (IAM) was used to qualitatively analyze the data. In the observed courses, it was found that Coursera is mostly at Phase I (sharing/comparing information) of the IAM. Using the IAM which was first proposed for investigations of online debates, the research found a new phase and operations for assessing the level of knowledge construction in online discussion forums. This research bridges the gaps in the related literature by providing a foundation for understanding knowledge construction in the xMOOC context. Besides, this research developed understanding for future work which is a Coursera community framework that generally makes a MOOC community more potential to construct knowledge.

The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking

Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic. This article presents a novel approach for studying collaborative knowledge construction in a simulation-based environment by combining both the spatial and temporal dimensions of eye-tracking data with video data. For this purpose, we have investigated two undergraduate physics student pairs solving an electrostatics problem in a simulation-based environment via Zoom. The analysis of the video data of the students’ conversations focused on the different collaborative knowledge construction levels (new idea, explication, evaluation, and non-content-related talk and silent moments), along with the temporal visualizations of the collaborative knowledge construction processes. The eye-tracking data of the students’ gaze, as analyzed by epistemic network analysis, focused on the pairs’ spatial and temporal gaze behavior. We illustrate how gaze behavior can shed light on collaborative knowledge construction in terms of the quantity of the talk (e.g., gaze behavior can shed light on the different activities of the pairs during the silent moments), quality of the talk (e.g., gaze behavior can shed light on the different approaches when constructing knowledge on physical phenomena), and temporality of collaborative knowledge construction processes [e.g., gaze behavior can shed light on (the lack of) attempts to acquire the supporting or contrasting evidence on the initial ideas on the physical phenomena]. We also discuss the possibilities and limitations of gaze behavior to reveal the critical moments in the collaborative knowledge construction processes.

Development of A Framework for an Asynchronous Discussion Forum through an E-Learning Platform

Throughout the last several decades, the digital era has expanded the process of information sharing in classroom instruction in novel and surprising ways with reference to a wide variety of complex challenges. As a result, effective interactive e-learning management is critical for removing barriers to "knowledge acquisition, exchange, and construction" in this global learning community. According to a review of the pertinent literature, digital and social learning platforms, such as learning management systems (LMS), are effective guides for accomplishing comprehensive online learning. Using a quantitative approach, this paper illustrates the authors’ efforts to develop a social constructivist framework to facilitate formative assessment of an asynchronous discussion forum on various socio-scientific issues (SSI) among teenagers during the initial phase of the project. A learning management system (LMS) was utilised to collect data on project-based activities that encourage inquiry-based and problem-based learning (PBL) following the "Analyze, Design, Development, Implementation, and Evaluation" (ADDIE) model. Different methods of evaluation were implemented to determine the effectiveness of this approach in facilitating the discussions as well as to observe how students' participation in an asynchronous discussion forum improves their overall level of knowledge construction, interaction, and social network analysis (SNA). The important benefits of sharing information are looked at, and future research, innovative projects, and recommendations are shown and predicted.

An Empirical Analysis of Social Interaction in Online Teaching in Open Universities Based on Flipped Classroom.

As a teaching model, flipped classroom can stimulate students' learning interests and promote students' positive social interactions. As an adult university relying on information technology to carry out online teaching, open universities need to pay attention to the online learning quality of adult students. This study attempts to apply the concept of flipped classroom to online teaching in open universities. While exploring the feasibility of the online flipped classroom teaching model, it adopts an equal group experiment method, content analysis method, and social network analysis method to compare the social interaction level difference between online teaching based on flipped classroom and conventional online teaching. The results show that online flipped classroom has a positive and significant impact on student's cognitive processing level and knowledge construction level and can promote groups to form complex knowledge network forms. This shows that network teaching based on flipped classroom can exercise students' high-order thinking ability, enhance students' cooperative consciousness and behavior, and stimulate students' subjectivity in learning. The purpose of this study is to provide references for promoting interactive behavior and quality in online teaching.

Exploring Undergraduate Students’ Online Interaction in Academic Reading Classroom via WhatsApp Application

This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform.

Examining knowledge construction in three social interactive learning environments: a comparison of knowledge networks, social networks, and social knowledge networks

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.

Creating the digital citizen: students’ co-construction of meaning for global citizenship during online discussions

PurposeThis study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.Design/methodology/approachA content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.FindingsThe findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.Practical implicationsA major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.Originality/valueThis study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

Opening the ‘Black Box’ of Cooperative Learning in Face-to-Face versus Computer-Supported Learning in the Time of COVID-19

This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

Knowledge-construction behaviors in a mobile learning environment: a lag-sequential analysis of group differences

Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on evaluating such games’ educational effectiveness. However, such work has generally ignored learning processes, and especially how knowledge is constructed. Given the important role of knowledge construction in various educational settings, this study examines it in the context of 83 elementary schoolers’ mobile serious game-playing behaviors. Lag-sequential analysis of the participants’ observed behavioral patterns, and of differences in such patterns between two performance subgroups (i.e., students with high vs. low academic performance), yielded two main findings. First, all these young learners exhibited knowledge construction, and moved smoothly from lower to higher phases of it in the mobile environment; and second, the high-performing group attained a deeper level of knowledge construction through the negotiation of meaning than the low-performing group did. Some theoretical and practical implications of these results are also discussed.

A Learning Fuzzy Cognitive Map (LFCM) Approach to Predict Student Performance

Aim/Purpose: This research aims to present a brand-new approach for student performance prediction using the Learning Fuzzy Cognitive Map (LFCM) approach. Background: Predicting student academic performance has long been an important research topic in many academic disciplines. Different mathematical models have been employed to predict student performance. Although the available sets of common prediction approaches, such as Artificial Neural Networks (ANN) and regression, work well with large datasets, they face challenges dealing with small sample sizes, limiting their practical applications in real practices. Methodology: Six distinct categories of performance antecedents are adopted here as course characteristics, LMS characteristics, student characteristics, student engagement, student support, and institutional factors, along with measurement items within each category. Furthermore, we assessed the student’s overall performance using three items of student satisfaction score, knowledge construction level, and student GPA. We have collected longitudinal data from 30 postgraduates in four subsequent semesters and analyzed data using the Learning Fuzzy Cognitive Map (LFCM) technique. Contribution: This research proposes a brand new approach, Learning Fuzzy Cognitive Map (LFCM), to predict student performance. Using this approach, we identified the most influential determinants of student performance, such as student engagement. Besides, this research depicts a model of interrelations among the student performance determinants. Findings: The results suggest that the model reasonably predicts the incoming sequence when there is a limited sample size. The results also reveal that students’ total online time and the regularity of learning interval in LMS have the largest effect on overall performance. The student engagement category also has the highest direct effect on student’s overall performance. Recommendations for Practitioners: Academic institutions can use the results and approach developed in this paper to identify students’ performance antecedents, predict the performance, and establish action plans to resolve the shortcomings in the long term. Instructors can adjust their learning methods based on the feedback from students in the short run on the operational level. Recommendation for Researchers: Researchers can use the proposed approach in this research to deal with the problems in other domains, such as using LMS for organizational/institutional education. Besides, they can focus on specific dimensions of the proposed model, such as exploring ways to boost student engagement in the learning process. Impact on Society: Our results revealed that students are at the center of the learning process. The degree to which they are dedicated to learning is the most crucial determinant of the learning outcome. Therefore, learners should consider this finding in order the gain value from the learning process. Future Research: As a potential for future works, the proposed approach could be used in other contexts to test its applicability. Future studies could also improve the performance level of the proposed LFMC model by tuning the model’s elements.

Fine grained analysis of students’ online discussion posts

Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge construction emerged when posts stimulated frequent reply by multiple participants (Aviv, Erlich, Ravid, & Geva, 2003) and were strongly content- and task-oriented (Rovai, 2007). So, to help students more actively and productively engage in knowledge-constructing discussions, an instructor needs to detect students' posts that do not stimulate replies, identify content those posts introduce, and guide students to revise posts to encourage peers' responses. However, such monitoring would be very time- and energy-consuming, especially in large-enrolment courses (Hura, 2010). To set a stage for developing a classifier to automate these tasks, we proposed 10 rhetorical moves characteristic of the interactive mode of Chi and Wylie's ICAP framework (2014) and categorized fine-grained content in discussion posts using these moves. We then identified attributes of posts that triggered a greater number of responses. Rhetorical moves of “asking questions,” “requesting justification,” “building-on,” “giving a reason” and “making a claim” triggered more peer responses. Posts with moves of “disagreeing,” “comparing” and “making claims” predicted students' achievement on a test and an argumentative writing task. We propose analytics for learners and instructors about forming and revising posts to promote constructive discussions and subsequent achievements.

The Construction of College English Online Learning Community under ADDIE Model

Based on collaborative communication, reciprocal learning, and knowledge sharing, the college English online learning community, which is a kind of effective online learning method, can help to build knowledge construction and innovation. Therefore, from analysis, design, development, implementation and evaluation, ADDIE model is utilized to construct college online learning community that is fully combined with network environment, learners, teachers and learning resources, so that English learners&amp;rsquo; integrative competences and the level of knowledge construction can be developed; meanwhile, the performance of college English online teaching will be promoted.

An empirical analysis of knowledge co-construction in YouTube comments

Internet and social media platforms such as YouTube are an emblem of information on demand, but, their educative value, especially for conceptually rich domains, such as science, remains unclear. Many people perceive YouTube as a good resource for learning about science, yet viewing many of the available videos can be akin to learning through transmission models, which are considered inferior when they are the sole form of instruction. The goal of this study was to examine whether YouTube's embedded feature of posting (post-video) comments could mitigate these limitations, and offer a potential educative added-value by opening opportunities for discussion and deliberation, which have been associated with deeper learning. Focusing on Science as a target domain, we examined 1530 post-video public comments from a corpus of leading science channels. We coded the comments for argumentative and knowledge construction moves, and tested whether particular moves led to higher-level knowledge construction. Our findings reveal that this informal setting reflected comments that went beyond information sharing to argumentative negotiation, reaching a higher level of knowledge construction, and yielding a greater proportion of such comments that have been found in previous studies within formal settings. This study demonstrates that YouTube can offer an informal space for science deliberation and a forum for collaborative interactions that have a potential to support life-long learning. Implications for future research are discussed.

Promoting pre-service teachers' engagement in an online professional learning community

PurposeThis study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.Design/methodology/approachA repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.FindingsCA revealed that the practitioners increased pre-service teachers' levels of knowledge construction and high-cognitive discourse. SNA showed that the practitioners enhanced pre-service teachers' professional ties. Though collaboration in high-level knowledge building occurred predominantly in peers in the same discipline, the presence of the practitioners facilitated the development of more cross-disciplinary ties in the experimental group.Practical implicationsThe practitioners can be considered as a pedagogical tool to enhance pre-service teachers' engagement in the process of professional learning. This study suggests that in order to enhance the collaboration among pre-service teachers from different departments, the online activity should be designed to enhance interdisciplinary collaboration.Originality/valueThe study contributes new knowledge about the ways in which practitioners can enhance the collaboration among pre-service teachers in an online PLC. It also provides insight on how to combine CA and SNA, to examine professional learning.

Analysis of Temporal Characteristics of Collaborative Knowledge Construction in Teacher Workshops

Teacher workshops attract teachers with common goals; they wish to improve their teaching practices and subject and information technology knowledge. The asynchronous online discussion is the main activity in teacher workshops. An analytical model was developed in this study to examine the temporal characteristics of collaborative knowledge construction in teacher workshops. Specifically, 664 posts were analyzed from an asynchronous online discussion—involving 91 teachers—on the topic, “How to Make a Language Course Interesting?” The aim of this paper is to present the changes in knowledge construction levels and teachers’ social interactive characteristics resulting from participation in teacher workshops. From the findings of this study, advances in theory, methodology and pedagogical practice are indicated. The findings also indicate that knowledge construction levels and teachers’ social interactive characteristics change at different stages of discussions. Suggestions for improving the effects of online teacher workshops are provided.

Effects of different types of instructor comments in online discussions

ABSTRACTThe current study examined the effects of different types of instructor comments on student engagement in an online discussion. In particular, this study examined three comment types: (1) praise-oriented comments, agreeing with students’ initial messages and recapping their ideas, (2) elaboration-encouraging comments, requesting elaboration on the initial messages, and (3) perspective-widening comments, suggesting different or thought-provoking opinions responding to the initial messages. Seventeen graduate students enrolled in an online course were recruited. A content analysis was employed to evaluate the levels of knowledge construction. Interactivity was measured by the number of posts and idea units. The findings revealed that perspective-widening comments facilitated students’ evaluation on the peer postings and brought up diverse perspectives, contributing to knowledge construction. While elaboration-encouraging comments led to high interactivity among students, praise-oriented comments had no significant effect on the frequency of interactivity.