Group-level formative feedback and metadiscourse

Resendes, Monica; Scardamalia, Marlene; Bereiter, Carl; Chen, Bodong; Halewood, Cindy

doi:10.1007/s11412-015-9219-x

Cited by 82 publications

(41 citation statements)

References 43 publications

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“…As with previous studies of knowledge building Lee et al 2006;Resendes et al 2015;Zhang et al 2007Zhang et al , 2009, we show students' engagement in collective inquiry and changes over time beyond information sharing to knowledge building. Comparing knowledge building with other online work, this study found that students engaged in sustained discussion, whereas early studies on online discussions report disappointing results regarding deep inquiry (e.g., Hewitt 2005;Hiltz and Goldman 2005).…”

Section: Discussionsupporting

confidence: 82%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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Section: Discussionsupporting

confidence: 82%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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“…The authors' stance is based on knowledge-building design principles (for recent contributions see Chen et al 2015;Resendes et al 2015). Knowledge building is one of the fields within CSCL where we have a solid accumulation of knowledge, as many facets of knowledge building have been studied by scholars in different regions worldwide.…”

Section: Discourse Patterns In Asynchronous Online Discussionmentioning

confidence: 99%

Collaboration scripts and scaffolding

Ludvigsen

Creß²,

Law

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This issue contains papers from two different genres of CSCL research. First, we have chosen to present two papers that address important issues related to group formation, cognitive group awareness, and the automatization of approaches for improving students' learning processes and outcomes. These studies show clearly how learning can become more productive with computational support. The two other studies are part of the tradition that describes, categorizes, and analyzes important interactional details supported in or by computational tools. All four studies offer new insights into the genesis of specific design features for productive student learning. In some of the papers, the role of teachers is discussed. The teacher's role is important in CSCL studies as an interactional partner scaffolding students in their efforts to become more productive in their academic work. Classroom discourse and automatic feedbackThe focus of the paper by Melanie Erkens, Daniel Bodemer, and Ulrich Hoppe is on how to scaffold teachers and students through automatic analysis and feedback. This paper grows out of the school of thought that the CSCL environment can enhance and regulate teaching and learning activities through orchestration and scaffolding (Dillenbourg and Jermann 2007;Fischer et al. 2013;Stegmann et al. 2016;Tchounikine 2016). In this paper, the authors analyze teachers' work, investigating how teachers need to appropriate new computational tools into their classroom routine. Classrooms are of course not fixed environments; the Intern. J. Comput.-Support. Collab. Learn (2016) 11:381-385

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“…", and "How can we move forward?". Thus, as Resendes, Scardamalia, Bereiter, Chen, and Halewood (2015) point out, peer-to-peer guidance entails students' formative evaluation to recognize trouble spots and altering discursive practices to improve their learning outcomes. Thus, the term peer-to-peer we use in this study is conceptually similar to "knowledge creation" as practiced in computer-supported collaborative work settings (Nonaka & Takeuchi, 1995;Paavola & Hakkarainen, 2005).…”

Section: Peer-to-peer Guidancementioning

confidence: 99%

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

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Abstract:In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users' attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another's reasoning to resolve misconceptions. Moreover, we found that the new system increased users' perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

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Group-level formative feedback and metadiscourse

Cited by 82 publications

References 43 publications

Reflective assessment in knowledge building by students with low academic achievement

Reflective assessment in knowledge building by students with low academic achievement

Collaboration scripts and scaffolding

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

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