File Download

There are no files associated with this item.

Supplementary

Conference Paper: Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment

TitleExamining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment
Authors
Tong, YChan, CKKvan Aalst, JCWLiu, K
Issue Date2017
PublisherInternational Society of the Learning Sciences.
Citation
12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 881-882 How to Cite?
AbstractThis study examined students’ knowledge building and regulation strategies in a computer-supported knowledge building environment, and specifically examined students’ self-regulation and co-regulation strategies through students’ discourse and reflections in Knowledge Forum®(KF). Participants were one class of grade-nine secondary school students. Qualitative analyses of both students’ discourse and portfolio notes in KF identified three patterns of regulation including self-regulation, co-regulation and collective regulation for idea improvement. Quantitative analysis indicated that students’ metacognitive and regulation engagement was correlated with their domain understanding.
Persistent Identifierhttp://hdl.handle.net/10722/263685
ISBN
978-0-9903550-2-1

 

DC FieldValueLanguage
dc.contributor.authorTong, Y-
dc.contributor.authorChan, CKK-
dc.contributor.authorvan Aalst, JCW-
dc.contributor.authorLiu, K-
dc.date.accessioned2018-10-22T07:42:57Z-
dc.date.available2018-10-22T07:42:57Z-
dc.date.issued2017-
dc.identifier.citation12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 881-882-
dc.identifier.isbn978-0-9903550-2-1-
dc.identifier.urihttp://hdl.handle.net/10722/263685-
dc.description.abstractThis study examined students’ knowledge building and regulation strategies in a computer-supported knowledge building environment, and specifically examined students’ self-regulation and co-regulation strategies through students’ discourse and reflections in Knowledge Forum®(KF). Participants were one class of grade-nine secondary school students. Qualitative analyses of both students’ discourse and portfolio notes in KF identified three patterns of regulation including self-regulation, co-regulation and collective regulation for idea improvement. Quantitative analysis indicated that students’ metacognitive and regulation engagement was correlated with their domain understanding.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences.-
dc.relation.ispartof12th International Conference on Computer Supported Collaborative Learning, CSCL 2017-
dc.titleExamining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment-
dc.typeConference_Paper-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.emailvan Aalst, JCW: vanaalst@hku.hk-
dc.identifier.authorityChan, CKK=rp00891-
dc.identifier.authorityvan Aalst, JCW=rp00965-
dc.identifier.hkuros295476-
dc.identifier.volume2-
dc.identifier.spage881-
dc.identifier.epage882-
dc.publisher.placePhiladelphia, PA-

Export via OAI-PMH Interface in XML Formats

OR

Export to Other Non-XML Formats