Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2299
Title: Scaffolding and Assessing Knowledge Building among Chinese Tertiary Students Using Eportfolios
Authors: Lei, Chunlin
Chan, Carol K.K.
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lei, C. & Chan, C. K. (2012). Scaffolding and Assessing Knowledge Building among Chinese Tertiary Students Using Eportfolios. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 351-355). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: The goal of the study was to develop and examine a computer-supported knowledge building environment, incorporating e-portfolio assessment to scaffold and assess collaborative knowledge building. It involved a quasi-experimental design in a Chinese tertiary setting to understand the characteristics of and relations among knowledge building participation, collaboration, and collective knowledge growth. Students reflected and documented their knowledge building practice in the e-group-portfolios, which helped to characterize and scaffold knowledge building discourse. Students in the KB environment were found more actively engaged in Knowledge Forum and high-level discourse moves. Future research may place emphases not only on forum participation, but also on how high level discourse moves can be fostered to advance collective knowledge towards knowledge creation.
URI: https://doi.dx.org/10.22318/icls2012.2.351
https://repository.isls.org//handle/1/2299
Appears in Collections:ICLS 2012

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