Fostering collaborative learning through knowledge building among students with low academic achievement

Yuqin Yang, Jan van Aalst, Carol K.K. Chan

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

1 Citation (Scopus)
4 Downloads (Pure)

Abstract

This study investigated whether students with low achievement were capable to collectively advance their online discourse in a knowledge-building environment. 37 students with low achievement from a 9 th-grade Visual Arts courseparticip ated in the study. W e analyzed students' online discourse. Findings indicated that students were able to collectively advance the community's discourse as they built on each others' ideas, generated theories, questions and metacognitive statements in a supportive knowledge-building environment augmented by reflective assessment. The study's findings have important implications for the design of technology-rich environments, and shed light on how teachers can use them to help learners to engage in productive collaborative inquiry.

Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners: Conference Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages819-822
Number of pages4
Volume2
ISBN (Electronic)9780990355083
Publication statusPublished - 1 Jan 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016
Conference number: 12

Conference

Conference12th International Conference of the Learning Sciences, ICLS 2016
Abbreviated titleICLS
CountrySingapore
CitySingapore
Period20/06/1624/06/16

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