Student elaborations and knowledge construction in asynchronous discussion groups in secondary education
Pages 413 - 415
Abstract
Empirical evidence reveals positive effects of collaborative learning on students' cognitive and social development. In daily secondary education, however, collaborative learning and CSCL in particular is scarce. This study examines the potential of asynchronous discussion groups in secondary education for two subjects (biology and history). More specifically, the study focuses secondary school students' elaborations and on the quality of knowledge construction. Therefore, content analysis was applied. The results indicate that students are generally discussing on-task and are engaged in sharing information and asking questions. Unfortunately, students appear to strand in this phase of sharing and comparing information and rarely reach higher levels of knowledge construction. Further, the results reveal involvement in metacognitive interaction, focused on planning and instructing other students.
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- Student elaborations and knowledge construction in asynchronous discussion groups in secondary education
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June 2008
421 pages
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International Society of the Learning Sciences
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Published: 24 June 2008
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