Please use this identifier to cite or link to this item:
Title: Developing Undergraduates’ Collective Epistemic Agency Through Reflective Assessment
Authors: Yang, Yuqin
Feng, Xueqi
Zhu, Gaoxia
Xie, Kui
Keywords: CSCL
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Yang, Y., Feng, X., Zhu, G., & Xie, K. (2022). Developing undergraduates’ collective epistemic agency through reflective assessment. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 99-106). International Society of the Learning Sciences.
Abstract: To examine the effect of reflective assessment on fostering undergraduates’ collective epistemic agency, this study adopted a quasi-experimental design. The experimental class included 40 undergraduates conducting inquiries in a KB design enhanced by reflective assessment, while the comparison class included 38 undergraduates experiencing a regular KB design. Students’ online Knowledge Forum discourse were collected and analyzed using discourse analysis and social network analysis. The results suggest that undergraduates in the experimental condition took significantly greater levels of collective epistemic agency than the undergraduates in the comparison condition. Groups with different contribution levels can all benefit from reflective assessment within the experimental condition, although they manifest different developmental trajectories. Statistical analysis revealed significant differences in higher-level epistemic and metacognitive actions between high and low contribution groups. These results provide implications for designing technology-rich environments and reflective assessment strategies to support undergraduates’ higher-level competencies in Knowledge Building and other computer-supported collaborative inquiry approaches.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
CSCL2022_99-106.pdf2.69 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.