{"title":"Sustained Idea Improvement: Validating a Conceptual Model for Knowledge Building in a Graduate Online Course","authors":"Huang-Yao Hong, Mei-Ju Chen, Chih-Hsuan Chang","doi":"10.1002/jcal.70211","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among graduate students in an online course aimed at developing their thesis proposals.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Through mixed-methods analysis of students' idea generation, online interactions and discourse patterns, the study examined knowledge-building dynamics in an online environment.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Findings suggest that the model of sustained idea improvement is effective in terms of guiding students in productive discourse that fosters the development of promising ideas for their thesis proposals. During the course, students progressively shifted their discourse from shallow sharing-oriented to in-depth elaboration- and synthesis-oriented moves, demonstrating an increasing capacity for deeper intellectual engagement. Guided by this model, the study underscores the importance of a balanced approach that incorporates dynamic discourse moves for effective knowledge building (KB) in graduate school education contexts.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jcal.70211","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood.
Objectives
This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among graduate students in an online course aimed at developing their thesis proposals.
Methods
Through mixed-methods analysis of students' idea generation, online interactions and discourse patterns, the study examined knowledge-building dynamics in an online environment.
Results and Conclusions
Findings suggest that the model of sustained idea improvement is effective in terms of guiding students in productive discourse that fosters the development of promising ideas for their thesis proposals. During the course, students progressively shifted their discourse from shallow sharing-oriented to in-depth elaboration- and synthesis-oriented moves, demonstrating an increasing capacity for deeper intellectual engagement. Guided by this model, the study underscores the importance of a balanced approach that incorporates dynamic discourse moves for effective knowledge building (KB) in graduate school education contexts.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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