Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building

Avcı, Ümmühan

doi:10.1007/s11423-019-09672-5

Cited by 21 publications

(11 citation statements)

References 46 publications

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“…The main goal in the knowledge building process is to create a metacognitive, high quality, ready to be structured and developed sharing environment (Ak, 2016;Avcı, 2020;Avcı Yücel & Usluel, 2016;Scardamalia & Bereiter, 2006). This process is called "Rise above" in the knowledge building environment.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

“…In addition, seeking student opinions on the effectiveness of the online collaborative learning environment can support the adoption of this approach by educators in various courses. In many studies in the literature (Avcı, 2020;Avcı Yücel & Usluel, 2016;Wang et al, 2022;Zheng, 2021) in the education process, although it is seen that the positive effects of the online collaborative knowledge building process and scaffolds have been obtained, it will gain a different dimension to look at them from the point of view of students. According to Scardamalia (2002), involving students in a knowledge building environment is an effective tool to support collaborative learning activities in classroom settings.…”

Section: The Aim Of the Studymentioning

confidence: 99%

“…For this reason, it is important to provide scaffold support to students in the collaborative knowledge building process, to ensure collaboration among students, to increase interaction and sharing, and to ensure active participation and continuity. Indeed, previous studies indicate that students need guiding support during collaborative learning (Avcı, 2020;Cesareni et al, 2016;Lin & Reigeluth, 2016;Yoon et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Reflections on Knowledge Building Process and Scaffolding

Avcı

2022

Cukurova University Faculty of Education Journal

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Collaborative learning environments such as “knowledge building community” and “online learning community” have gained importance with the inclusion of new technologies in the education process. In order to provide active participation expected in these learning environments, scaffolds such as sentence openers and role assignments are used in order to support, guide and enrich students' knowledge building processes. In this study, it is aimed to examine the pre-service teachers' opinions about online collaborative knowledge building process and the scaffolds used in this process. Seventy-seven pre-service teachers participating in the study participated in the knowledge building process in four different groups, using different scaffolds and no scaffolds. In this process, students were asked to complete the knowledge building questionnaire consisting of 12 questions of five likert types and a semi-structured interview form consisting of 10 questions reflecting their own experiences. Qualitative research method was used in the research and the data were analyzed by content analysis. In addition, some descriptive statistics such as percentage frequency are included. It was observed that the opinions of the students about their experiences in the collaborative knowledge building process were mostly positive. The students mostly stated that “it is important to determine our goals and to plan our progress”. The students defined their contributions in the knowledge building process as the most “providing diversity of opinions”. In addition, the scaffolds used by pre-service teachers in the online collaborative knowledge building process and their reflections on the better quality knowledge building process were included and interpreted in the context of technology-supported education.

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Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

Section: The Aim Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Reflections on Knowledge Building Process and Scaffolding

Avcı

2022

Cukurova University Faculty of Education Journal

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“…Lee & Yoo, 2020;Costello, 2020;Comes, Cavalcante & Toda, 2020) or the Knowledge-Building environment scale (e.g. Avcı, 2020;Ghazal, Al-Samarraie & Wright, 2019;MacLeod & Yang, 2018;Wu & Wang, 2016), but there were also adapted instruments and even original ones. Apart from these, the reviewed research on Knowledge Building made use of three other procedures.…”

Section: Methodology Employed In the Research On Knowledge Buildingmentioning

confidence: 99%

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Braojos

Montejo-Gámez

Vilches

et al. 2020

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La Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.

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“…', 'An alternative theory is …', and 'Do you agree or disagree …?' have been found to promote productive peer talk (e.g., Avcı, 2020;King, 2008;Noroozi et al, 2013). However, such coding and counting approaches cannot address how these discursive moves unfold over time, or how they gradually shape the quality of group solutions (Csanadi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring turn-taking patterns during dialogic collaborative problem solving

Chen

2021

Instr Sci

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This study investigated students' turn-taking patterns during dialogic collaborative problem solving, with analysis based on the participation-shift analytical framework. 168 primary fourth-grade students were assigned to 42 groups and worked on three mathematical problems for a total of 30 minutes. Group-level analysis revealed that most students accessed the conversational floor by receiving it from the last speaker. Usurping a floor offered to another person and claiming a floor opened to the whole group were positively associated with the intensity and the balance of group discussion. Individual-level analysis further identified four latent profiles of individuals with distinct turn-taking styles: turnreceivers (i.e., receiving the floor assigned by the last speaker) (15%), turn-usurpers (20%) (usurping the floor when it was offered to another person), turn-claimers (10%) (claiming the floor when it was opened to the whole group) and turn-balancers (55%) (no strong turn-taking tendency). Individual participation rates and prior Chinese grades proved to be the two most significant unique predictors of individual membership in the turn-usurper profile. The findings suggest ensuring students' equitable access to the conversational floor and provide teachers with several specific turn-taking related approaches to promote equity and respect in peer talk.

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Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building

Cited by 21 publications

References 46 publications

Students’ Reflections on Knowledge Building Process and Scaffolding

Students’ Reflections on Knowledge Building Process and Scaffolding

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Exploring turn-taking patterns during dialogic collaborative problem solving

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