File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/s11251-012-9246-1
- Scopus: eid_2-s2.0-84874967150
- WOS: WOS:000316289700008
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students
Title | Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students |
---|---|
Authors | |
Keywords | CSCL Knowledge building Questioning |
Issue Date | 2013 |
Publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277 |
Citation | Instructional Science, 2013, v. 41 n. 3, p. 597-620 How to Cite? |
Abstract | This paper aims to study the relationship between questioning and the quality of knowledge constructed in a CSCL context. In previous studies, different units of analysis are employed and the patterns of relationships are not consistent for different age groups. The analytic units of a thread, an individual, and a group are employed in this study, and two grades of students (grade 6 and grade 10) are investigated. At the thread level, we aim to examine to what extent questioning can be a mechanism for knowledge advancement, and we find that the tenth-graders are capable to advance knowledge through questioning, while for the sixth-graders, more facilitation seems to be needed. At the individual level, we find that for the sixth-graders, those asking good questions are likely to express high-level explanations, suggesting that individual competence plays an important role in advancing knowledge among these younger students. For the tenth-graders, a 'division of labor' is observed that good questions are generated by some students while high-level explanations by others. At the group level, a high and positive correlation is found for both grades. The findings suggest further research is needed to examine other possible mechanisms for knowledge advancement in online collaborative discourse. © 2012 Springer Science+Business Media B.V. |
Persistent Identifier | http://hdl.handle.net/10722/175522 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 1.198 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Lai, M | en_US |
dc.contributor.author | Law, N | en_US |
dc.date.accessioned | 2012-11-26T08:59:03Z | - |
dc.date.available | 2012-11-26T08:59:03Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | Instructional Science, 2013, v. 41 n. 3, p. 597-620 | en_US |
dc.identifier.issn | 0020-4277 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/175522 | - |
dc.description.abstract | This paper aims to study the relationship between questioning and the quality of knowledge constructed in a CSCL context. In previous studies, different units of analysis are employed and the patterns of relationships are not consistent for different age groups. The analytic units of a thread, an individual, and a group are employed in this study, and two grades of students (grade 6 and grade 10) are investigated. At the thread level, we aim to examine to what extent questioning can be a mechanism for knowledge advancement, and we find that the tenth-graders are capable to advance knowledge through questioning, while for the sixth-graders, more facilitation seems to be needed. At the individual level, we find that for the sixth-graders, those asking good questions are likely to express high-level explanations, suggesting that individual competence plays an important role in advancing knowledge among these younger students. For the tenth-graders, a 'division of labor' is observed that good questions are generated by some students while high-level explanations by others. At the group level, a high and positive correlation is found for both grades. The findings suggest further research is needed to examine other possible mechanisms for knowledge advancement in online collaborative discourse. © 2012 Springer Science+Business Media B.V. | en_US |
dc.language | eng | en_US |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277 | en_US |
dc.relation.ispartof | Instructional Science | en_US |
dc.rights | The original publication is available at www.springerlink.com | - |
dc.subject | CSCL | en_US |
dc.subject | Knowledge building | en_US |
dc.subject | Questioning | en_US |
dc.title | Questioning and the quality of knowledge constructed in a CSCL context: a study on two grade-levels of students | en_US |
dc.type | Article | en_US |
dc.identifier.email | Lai, M: minglai2011@gmail.com | en_US |
dc.identifier.email | Law, N: nlaw@hku.hk | - |
dc.identifier.authority | Law, N=rp00919 | en_US |
dc.description.nature | postprint | en_US |
dc.identifier.doi | 10.1007/s11251-012-9246-1 | en_US |
dc.identifier.scopus | eid_2-s2.0-84874967150 | en_US |
dc.identifier.hkuros | 212221 | - |
dc.identifier.isi | WOS:000316289700008 | - |
dc.publisher.place | Netherlands | en_US |
dc.identifier.scopusauthorid | Law, N=7005934146 | en_US |
dc.identifier.scopusauthorid | Lai, M=55236591200 | en_US |
dc.identifier.citeulike | 10783358 | - |
dc.identifier.issnl | 0020-4277 | - |