Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes

Chunlin Lei, Carol K.K. Chan, Jan Van Aalst

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

This study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed.

Original languageEnglish
Title of host publicationComputer-Supported Collaborative Learning Conference, CSCL Volume 2
Pages69-72
Number of pages4
Volume2
Publication statusPublished - 31 Oct 2013
Externally publishedYes
Event10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - University of Wisconsin, Madison, United States
Duration: 15 Jun 201319 Jun 2013
Conference number: 10
https://www.isls.org/cscl/2013/

Conference

Conference10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013
Abbreviated titleCSCL 2013
CountryUnited States
CityMadison
Period15/06/1319/06/13
Internet address

Fingerprint

learning environment
Students
discourse
collective knowledge
Industry
student
learning
Group

Cite this

Lei, C., Chan, C. K. K., & Van Aalst, J. (2013). Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes. In Computer-Supported Collaborative Learning Conference, CSCL Volume 2 (Vol. 2, pp. 69-72)
Lei, Chunlin ; Chan, Carol K.K. ; Van Aalst, Jan. / Designing learning environments for knowledge building : Inquiry discourse of Chinese tertiary classes. Computer-Supported Collaborative Learning Conference, CSCL Volume 2. Vol. 2 2013. pp. 69-72
@inproceedings{978cae3e606e488eb95554e7ad074159,
title = "Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes",
abstract = "This study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed.",
author = "Chunlin Lei and Chan, {Carol K.K.} and {Van Aalst}, Jan",
year = "2013",
month = "10",
day = "31",
language = "English",
volume = "2",
pages = "69--72",
booktitle = "Computer-Supported Collaborative Learning Conference, CSCL Volume 2",

}

Lei, C, Chan, CKK & Van Aalst, J 2013, Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes. in Computer-Supported Collaborative Learning Conference, CSCL Volume 2. vol. 2, pp. 69-72, 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013, Madison, United States, 15/06/13.

Designing learning environments for knowledge building : Inquiry discourse of Chinese tertiary classes. / Lei, Chunlin; Chan, Carol K.K.; Van Aalst, Jan.

Computer-Supported Collaborative Learning Conference, CSCL Volume 2. Vol. 2 2013. p. 69-72.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Designing learning environments for knowledge building

T2 - Inquiry discourse of Chinese tertiary classes

AU - Lei, Chunlin

AU - Chan, Carol K.K.

AU - Van Aalst, Jan

PY - 2013/10/31

Y1 - 2013/10/31

N2 - This study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed.

AB - This study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84886504430&partnerID=8YFLogxK

M3 - Conference contribution

VL - 2

SP - 69

EP - 72

BT - Computer-Supported Collaborative Learning Conference, CSCL Volume 2

ER -

Lei C, Chan CKK, Van Aalst J. Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes. In Computer-Supported Collaborative Learning Conference, CSCL Volume 2. Vol. 2. 2013. p. 69-72