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

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

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 proceeding › Conference contribution › Academic › peer-review

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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 language	English
Title of host publication	Computer-Supported Collaborative Learning Conference, CSCL Volume 2
Pages	69-72
Number of pages	4
Volume	2
Publication status	Published - 31 Oct 2013
Externally published	Yes
Event	10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - University of Wisconsin, Madison, United States Duration: 15 Jun 2013 → 19 Jun 2013 Conference number: 10 https://www.isls.org/cscl/2013/

Conference

Conference	10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013
Abbreviated title	CSCL 2013
Country/Territory	United States
City	Madison
Period	15/06/13 → 19/06/13
Internet address	https://www.isls.org/cscl/2013/

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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Volume 2 Final CSCL 2013 ProceedingsFinal published version, 72.5 MB

Cite this

@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 = oct,

day = "31",

language = "English",

volume = "2",

pages = "69--72",

booktitle = "Computer-Supported Collaborative Learning Conference, CSCL Volume 2",

note = "10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013, CSCL 2013 ; Conference date: 15-06-2013 Through 19-06-2013",

url = "https://www.isls.org/cscl/2013/",

}

TY - GEN

T1 - Designing learning environments for knowledge building

T2 - 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013

AU - Lei, Chunlin

AU - Chan, Carol K.K.

AU - Van Aalst, Jan

N1 - Conference code: 10

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 - https://www.scopus.com/pages/publications/84886504430

M3 - Conference contribution

AN - SCOPUS:84886504430

VL - 2

SP - 69

EP - 72

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

Y2 - 15 June 2013 through 19 June 2013

ER -

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

Abstract

Conference

UN SDGs

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