Scaffolding Epistemic Understanding of Discourse and Knowledge Building Using Knowledge-Forum Analytics and Reflective Assessment

Abstract

This study investigates how students developed an epistemic understanding of the nature of discourse and engaged in productive inquiry using analytics and reflective assessment. The study reports on a case study of a class of Grade 11 students, working on collective inquiry in Artifacts Design in a knowledge-building environment supported by Knowledge Forum® (KF). A key design involved students engaging in reflective assessment by reflecting on their KF discussion using analytics information with the help of visualizations of ideas-building networks. Results indicated that the students developed their understanding of discourse and engaged in productive online discourse progressively. The analysis also suggested how students with different understanding levels of discourse performed differently in their KF work. Qualitative analyses revealed how students developed their epistemic understanding and productive inquiry through analytics-supported reflections.