The influence of instructor support levels on collaborative knowledge construction

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu
{"title":"The influence of instructor support levels on collaborative knowledge construction","authors":"Fan Ouyang,&nbsp;Weiqi Xu,&nbsp;Linjia Liu,&nbsp;Runqing Cai,&nbsp;Jiaxin Liu","doi":"10.1016/j.lcsi.2024.100841","DOIUrl":null,"url":null,"abstract":"<div><p>Collaborative knowledge construction (CKC) requires students to work together in groups to solve shared problems and instructors need to provide supports for student groups. Since previous research shows the complicated and varied effects of different instructional factors on student groups' CKC, it is necessary to examine the effects of different instructor support levels (i.e., the depth of instructor scaffolding) on collaboration. This research collected process-oriented verbal communication data from an instructor and three student groups in the authentic, face-to-face discussion contexts and used multiple learning analytics methods to examine the effects of three instructor support levels (i.e., high, medium, and low) on student groups' CKC processes. Results revealed different CKC characteristics under three instructor support levels, namely the individual-oriented perspective sharing under the high-level instructor support, questioning-oriented perspective processing under the medium-level instructor support, and the group-oriented perspective elaboration under the low-level instructor support. Based on the results, pedagogical implications were proposed to guide future instructional design and practice of CKC in higher education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100841"},"PeriodicalIF":2.0000,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Culture and Social Interaction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2210656124000497","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Collaborative knowledge construction (CKC) requires students to work together in groups to solve shared problems and instructors need to provide supports for student groups. Since previous research shows the complicated and varied effects of different instructional factors on student groups' CKC, it is necessary to examine the effects of different instructor support levels (i.e., the depth of instructor scaffolding) on collaboration. This research collected process-oriented verbal communication data from an instructor and three student groups in the authentic, face-to-face discussion contexts and used multiple learning analytics methods to examine the effects of three instructor support levels (i.e., high, medium, and low) on student groups' CKC processes. Results revealed different CKC characteristics under three instructor support levels, namely the individual-oriented perspective sharing under the high-level instructor support, questioning-oriented perspective processing under the medium-level instructor support, and the group-oriented perspective elaboration under the low-level instructor support. Based on the results, pedagogical implications were proposed to guide future instructional design and practice of CKC in higher education.

教师支持水平对协作式知识构建的影响
协作式知识建构(CKC)要求学生以小组形式合作解决共同的问题,而教师需要为学生小组提供支持。由于以往的研究表明,不同的教学因素对学生小组的知识建构的影响复杂多样,因此有必要研究不同的教师支持水平(即教师支架的深度)对协作的影响。本研究收集了一名教师和三个学生小组在真实的面对面讨论情境中以过程为导向的语言交流数据,并采用多种学习分析方法考察了三种教师支持水平(即高、中、低)对学生小组CKC过程的影响。结果表明,在三种教师支持水平下,CKC 具有不同的特点,即在高水平教师支持下,以个人为导向的观点分享;在中等水平教师支持下,以提问为导向的观点处理;在低水平教师支持下,以群体为导向的观点阐述。根据研究结果,提出了指导高等教育中未来 CKC 教学设计和实践的教学启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信