Investigating the mechanisms of analytics-supported reflective assessment for fostering collective knowledge

IF 4.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computing in Higher Education Pub Date : 2024-02-20 DOI:10.1007/s12528-024-09398-1

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Abstract

Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in Knowledge Building inquiries with facilitation through analytics-supported reflective assessment, while the comparison class (n = 38) pursued Knowledge Building inquiries facilitated by portfolio-supported reflective assessment. This study found that analytics-supported reflective assessment positively and significantly influenced undergraduates’ collective knowledge advancement. Path analysis revealed the mechanisms of analytics-supported reflective assessment for supporting undergraduates’ collective knowledge advancement—the undergraduates’ metacognitive engagement and cognitive engagement influenced each other, further influencing their contribution to collective knowledge advancement and domain understanding. This study holds significant practical implications for fostering students’ knowledge building, inquiry, and metacognition by designing technology-enhanced learning environments as collaborative and metacognitive tools. Additionally, the study offers insights into the processes and mechanisms of reflective assessment, contributing to an understanding of how it enhances students’ development of higher-order skills.

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调查分析支持的反思性评估促进集体知识的机制

摘要帮助学生逐步形成集体知识至关重要，但普遍面临巨大挑战。本研究采用准实验设计，调查了分析支持的反思性评价对大学生集体知识发展的影响和机制。实验组（n = 55）通过分析支持的反思性评估进行知识建构探究，对比组（n = 38）则通过作品集支持的反思性评估进行知识建构探究。本研究发现，分析支持的反思性评估对本科生的集体知识进步产生了积极而显著的影响。路径分析揭示了分析支持的反思性评价支持本科生集体知识进步的机制--本科生的元认知参与和认知参与相互影响，进一步影响了他们对集体知识进步和领域理解的贡献。这项研究对于通过设计技术强化学习环境作为协作和元认知工具来促进学生的知识建构、探究和元认知具有重要的现实意义。此外，本研究还对反思性评价的过程和机制提出了见解，有助于理解反思性评价如何促进学生高阶技能的发展。

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来源期刊

Journal of Computing in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.10

自引率

3.60%

发文量

期刊介绍： Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education. Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design.