Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/318
Title: Fostering Collaborative Learning Through Knowledge Building Among Students With Low Academic Achievement
Authors: Yang, Yuqin
van Aalst, Jan
Chan, Carol K. K.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Yang, Y., van Aalst, J., & Chan, C. K. (2016). Fostering Collaborative Learning Through Knowledge Building Among Students With Low Academic Achievement In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
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 9th-grade Visual Arts course participated in the study. We 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.
URI: https://repository.isls.org/handle/1/318
https://doi.dx.org/10.22318/icls2016.111
Appears in Collections:ICSL 2016

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