Knowledge building aims to transform schools into learning communities and bring knowledge creation into schools. The book therefore elaborates on how learning, technology, and assessment can be aligned both online and offline to facilitate such a process.
Adopting a quasi-experimental design and drawing on rich data from forum discussions, questionnaires, interviews, learning outcomes, and classroom presentations, this book shows that the knowledge building environment, augmented by reflective assessment and principles, helped Chinese students to develop a deeper approach to learning, improved academic performance, and promoted collective knowledge advances. The book also discusses the potentials and challenges of designing technology-supported, assessment- and principle-based learning environments in tertiary contexts, especially when deep learning and knowledge building capacity are greatly emphasised in the knowledge era.
The book will be of interest to scholars and educators working in learning sciences and computer-supported collaborative learning.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate and Professional Reference
Illustrationen
22 s/w Abbildungen, 10 s/w Photographien bzw. Rasterbilder, 12 s/w Zeichnungen, 39 s/w Tabellen
39 Tables, black and white; 12 Line drawings, black and white; 10 Halftones, black and white; 22 Illustrations, black and white
Maße
Höhe: 240 mm
Breite: 161 mm
Dicke: 16 mm
Gewicht
ISBN-13
978-1-032-78808-1 (9781032788081)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Chunlin Lei is deputy dean and associate professor at the School of Languages, Shanghai University of International Business and Economics. He received his PhD from the University of Hong Kong and has published over 40 research articles and book chapters in the areas of knowledge building and L2 learning.
1 Introduction 2 Computer-supported Collaborative Learning Environments 3 Alignment of Learning, Assessment, Collaboration and Instruction 4 Research Design 5 Intructional Effects on Learning Approaches, Collaboration and Academic performances 6 Knowledge Building Processes and their Relationship with Academic Performance and Understanding 7 Characterizing Collaborative Knowledge Building 8 Reflective Assessment for Collective Knowledge Advances 9 Designing Knowledge Building Environments in China 10 Conclusion and Future Directions
