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Conference Paper: Designing learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes

TitleDesigning learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes
Authors
Lei, ChunlinChan, Carol K.K.Van Aalst, Jan
Issue Date2013
Citation
Computer Supported Collaborative Learning Conference Cscl, 2013, v. 2, p. 69-72 How to Cite?
AbstractThis study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed. © ISLS.
Persistent Identifierhttp://hdl.handle.net/10722/367183
ISSN
1573-4552
2020 SCImago Journal Rankings: 0.191

 

DC FieldValueLanguage
dc.contributor.authorLei, Chunlin-
dc.contributor.authorChan, Carol K.K.-
dc.contributor.authorVan Aalst, Jan-
dc.date.accessioned2025-12-08T01:59:09Z-
dc.date.available2025-12-08T01:59:09Z-
dc.date.issued2013-
dc.identifier.citationComputer Supported Collaborative Learning Conference Cscl, 2013, v. 2, p. 69-72-
dc.identifier.issn1573-4552-
dc.identifier.urihttp://hdl.handle.net/10722/367183-
dc.description.abstractThis study examined the effects of two designed learning environments for knowledge building. Two groups of first year Chinese tertiary students learning business English were engaged in a strong form of a knowledge-building environment (Principle-based Learning Environment, PBLE) and a weak form of knowledge-building environment (Knowledge Forum Learning Environment, KFLE), respectively. Inquiry thread analysis of the online discourse suggested PBLE students were more able to self-initiate goals for inquiry, improve ideas, and achieve toward deeper collective knowledge advances. The design issues including the importance and manifestation of knowledge building principles are discussed. © ISLS.-
dc.languageeng-
dc.relation.ispartofComputer Supported Collaborative Learning Conference Cscl-
dc.titleDesigning learning environments for knowledge building: Inquiry discourse of Chinese tertiary classes-
dc.typeConference_Paper-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84886504430-
dc.identifier.volume2-
dc.identifier.spage69-
dc.identifier.epage72-

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