Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study

The aim of the present study was to analyze teachers’ pedagogical designs, plans of organized technology-supported, collective student inquiry. Ten teachers in Finland designed and implemented eight, inquiry-learning units (‘designs’) in 12 primary and secondary level classrooms in various subject domains. The guiding principles behind the designs were the objectives of progressive inquiry, such as facilitation of question- and explanation-driven learning, and the use of collaborative technology to support the sharing of knowledge. The participating teachers received substantial pedagogical training on these issues before the classroom implementations. The present study concentrated on examining three aspects in the teachers’ pedagogical designs: solutions for supporting students’ inquiry efforts, organization of collaboration, and the role given to the web-based Collaborative Learning Environment (CLE). The teachers experienced the use of CLE as a valuable new possibility to foster collaboration in classroom work, but there was much variation in the ways that the affordances of the system were utilized. The results indicated that it was a challenge for the teachers, especially in secondary level, to find appropriate methods for supporting students’ inquiry efforts. The most difficult aim to achieve appeared to be the promotion of real collaborative knowledge building; the social arrangements of many designs still relied on rather individualistic ways of working.     

Students assessing their own collaborative knowledge building

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterpart (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements. An erratum to this article is available at .     

Patterns of female and male students' participation in peer interaction in computer-supported learning

The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was carried out by qualitatively analyzing written notes logged by two grade 5/6 classes to CSILE's database over one academic year. The results of the study indicate that only one of the classrooms engaged in a progressive discourse focused on collaborative advancement of explanation whereas the other classroom performed more traditional learning tasks. Female students participated most actively in the progressive-discourse classroom whereas male students dominated discourse interaction in the other class, but the reasons for this are subject to debate. The investigators argue that the use of new technology should be thoroughly subsumed under pedagogical goals in order to facilitate female students' participation in computer-supported learning.     

Students assessing their own collaborative knowledge building

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided by knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterparts; (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements. Computer-Supported Collaborative Learning (2006) 1(1):57-87 DOI 10.1007/s11412-006-6844-4 This paper was published without its complete corrections. This is a publisher and typesetter error. The online version of the original article can be found at:     

Toward a classification of discourse patterns in asynchronous online discussions

The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken from Knowledge Forum® databases in the Knowledge Building Teacher Network in Hong Kong, and included three discussion views created for different classes: Grade 5 Science, Grade 10 Visual Arts, and Grade 10 Liberal Studies. We used a combination of qualitative coding and narrative analysis as well as teachers’ understanding of online discourse to analyze student discussions. Nine discourse patterns were identified. These patterns revealed a variety of ways in which students go about their collaborative interactions online and demonstrated how and why students succeed or fail in sustaining collaborative interactions. This study extended the three modes of online discourse and developed different discourse patterns, which are efforts to provide instructional guidance. The implications of supporting productive discourse and the enactment of CSCL innovations in classrooms are discussed.     

Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms

Despite major theoretical progress in computer-supported collaborative learning (CSCL), relatively less attention has been paid to the problem of how research advances may impact schools and classrooms. Given the global changes and educational policies for twenty-first century education, issues of how research in CSCL can be integrated with classroom practice for innovation pose important challenges. This paper draws on experiences in Hong Kong and examines research-based CSCL classroom innovations in the context of scaling up and sustaining a knowledge-building model in Hong Kong classrooms. It begins with an examination of the rationale for CSCL research in classrooms and then considers a range of problems and constraints for school implementation. Classroom innovations involve complex and emergent changes occurring at different levels of the educational system. The experience of CSCL knowledge-building classroom innovations in Hong Kong schools is reported, including: the macro-context of educational policies and educational reform, the meso-context of a knowledge-building teacher network, and the micro-context of knowledge-building design in classrooms. Three interacting themes—context and systemic change, capacity and community building, and innovation as inquiry—are proposed for examining collaboration and knowledge creation for classroom innovation.     

Using Scaffold Supports to Improve Student Practice and Understanding of an Authentic Inquiry Process in Science

This study addressed computer-supported collaborative scientific inquiries in remote networked schools (Quebec, Canada). Three dyads of Grade 5–6 classrooms from remote locations across the province collaborated using the knowledge-building tool Knowledge Forum. Customized scaffold supports embedded in the online tool were used to support student understanding and practice of an authentic inquiry process. The research studied how the use of the scaffolds could help students to understand and put into practice an authentic inquiry process. Students created notes and used the scaffolds to support their inquiry process; however, without sufficient direct teacher modeling, coherent use of the scaffolds stayed low across activities. Pre- and posttest results show that the students gained a better understanding of the inquiry process, but low posttest scores suggest further need for direct teacher modeling of the inquiry process during science instruction.     

Reflective assessment in knowledge building by students with low academic achievement

This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students’ online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others’ ideas, and synthesized and rose above their community’s ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.     

Promoting academically productive talk with conversational agent interventions in collaborative learning settings

Research on computer-supported collaborative learning (CSCL) and conversational pedagogical agents has strongly emphasized the value of providing dynamic dialogue support for learners working together to accomplish a certain task. Recently, on the basis of the classroom discourse framework of Academically Productive Talk (APT), a flexible form of conversational agent support has emerged employing APT-based intervention methods so as to stimulate pedagogically beneficial conversational interactions among learning partners. This paper investigates the impact of an APT-based Linking Contributions (LC) intervention mode implemented by a conversational agent in the context of a collaborative activity in higher education. This type of agent interventions encourages students to explicitly externalize their reasoning on important domain concepts building upon the contributions of their partners. Forty-three (43) students collaborated in small groups using a prototype CSCL system to accomplish three different tasks in the domain of Multimedia Learning. Groups were randomly assigned to the treatment or the control condition. In the treatment condition, a conversational agent participated in students' dialogues making LC mode interventions. In the control condition, students discussed without the agent intervening. The results of the study illustrated that the students in the treatment condition engaged in a more productive dialogue demonstrating increased explicit reasoning throughout the collaborative activity. Furthermore, it was shown that the students in the treatment condition outperformed the control students in various measures on knowledge acquisition. Evidence also suggests that students' enhanced learning performance was mediated by the positive effect of the agent intervention mode on students' argumentation. Overall, this study provides insights into how the use of a configurable conversational agent displaying unsolicited LC interventions during students' discourse can be beneficial to collaborative learning.     

Innovative virtual and collaborative teaching methodologies

This collaborative research work between multiple universities demonstrates and rigorously analyses a number of innovative and new teaching methodologies that incorporate the use of new technology to encourage students to participate and take an active role in learning. More precisely, we introduce the ‘Automatic Virtual Lecturing’ teaching methodology which utilises live student feedback to dynamically reorder the lecture slides content of the teacher combined with an online video repository to substitute repeated lecture presentations both during and after class. We also present research outputs of our patented teaching concept SHARED and collaborative learning which creates a paperless collaborative learning environment in our classrooms where students can take virtual notes on their wooden tabletops, while the teacher can give instant feedback on student progress without leaving his personal desk. The methodologies were researched thoroughly in a number of classrooms which resulted in a significant increase in the performance of the students, showing real promise of such unique teaching methodologies.     

Tracing the change in discourse in a collaborative dynamic geometry environment: From visual to more mathematical

This case study investigated the development of group cognition by tracing the change in mathematical discourse of a team of three middle-school students as they worked on a construction problem within a virtual collaborative dynamic geometry environment. Sfard’s commognitive framework was employed to examine how the student team’s word choice, use of visual mediators, and adoption of geometric construction routines changed character during an hour-long collaborative problem-solving session. The findings indicated that the team gradually moved from a visual discourse toward a more formal discourse—one that is primarily characterized by a routine of constructing geometric dependencies. This significant shift in mathematical discourse was accomplished in a CSCL setting where tools to support peer collaboration and pedagogy are developed through cycles of design-based research. The analysis of how this discourse development took place at the group level has implications for the theory and practice of computer-supported collaborative mathematical learning. Discussion of which features of the specific setting proved effective and which were problematic suggests revisions in the design of the setting.     

Explanations in Mathematics Classrooms: A Discourse Analysis

Abstract

This article focuses on student explanations as a discourse practice central to mathematics teaching and learning. I discuss classrooms as hybrid discourse spaces and focus on how talk is used to accomplish social action. In doing so, I contrast several different social and sociomathematical norms for explanation and suggest that students’ choices of discourse practices position them within the classroom. Further, I caution educators against assuming that complete and detailed explanations are always best to support student learning. I discuss how explanations that are coconstructed by several students can actually support joint engagement in mathematical work and help peers stay “on the same page” while avoiding hierarchical positioning.     

Students' views of collaboration and online participation in Knowledge Forum

This study examined students’ views of collaboration and learning, and investigated how these predict students’ online participation in a computer-supported learning environment. The participants were 521 secondary school students in Hong Kong, who took part in online collaborative inquiry conducted using Knowledge Forum™. We developed a questionnaire to assess the students’ views of their collaboration aligned with the knowledge-building perspective. We also administered the Learning Process Questionnaire to examine their preferred approaches to learning. The students’ online participation in Knowledge Forum was examined using the Analytic Toolkit software. Analyses indicated that students who viewed their collaboration as more aligned with collaborative knowledge building were more likely to employ a deep approach to learning. A structural equation model indicated that the students’ views of collaboration exerted a direct effect on online participation in Knowledge Forum and mediated the effects of deep approaches on forum participation. Implications of examining students’ views of collaboration for productive online participation are discussed.     

Net.Create: Network Visualization to Support Collaborative Historical Knowledge Building

Students across disciplines struggle with sensemaking when they are faced with the need to understand and analyze massive amounts of information. This is particularly salient in the disciplines of both history and data science. Our approach to helping students build expertise with complex information leverages activity theory to think about the design of a classroom activity system integrated with the design of a collaborative open-source network-analysis software tool called Net.Create. Through analysis of network log data as well as video data of students’ collaborative interactions with Net.Create, we explore how our activity system helped students reconcile common contradictions that create barriers to dealing with complex datasets in large lecture classrooms. Findings show that as students draw on details in a historical text to collaboratively construct a larger network, they begin to move more readily between small detail and aggregate overview. Students at both high and low initial skill levels were able to increase the complexity of their historical analyses through their engagement with the Net.Create tool and activities. Net.Create transforms the limitation of large class sizes in history classrooms into a resource for students’ collaborative knowledge building, and through collaborative data entry it supports the historiographic practices of citation and revision and helps students embed local historical actors into a larger historical context.

     

An AlphaSmart for each student: Do teaching and learning change with full access to word processors?

Research shows that regular use of computers for writing over an extended period of time can have a positive impact on the quantity and quality of student writing. The lack of large numbers of computers in schools and in classrooms presents a major impediment to providing students with regular access to computers. The introduction of laptops and/or portable writing devices such as AlphaSmarts into classrooms provides opportunities for teachers to increase student access to word processing tools. This article examines how teaching and learning change when three fourth-grade classrooms are equipped with one AlphaSmart for each student. Findings are based on observations conducted before and after full access to AlphaSmarts was provided on, student and teacher interviews, and on students’ depictions of themselves working in the classroom. The general findings include increased use of AlphaSmarts by students for writing in all subject areas, increased student ownership of and fluency with technology, changes in teachers’ policies regarding technology use in the classroom, increased ease in managing the use of technology in the classroom, increased peer-to-peer and teacher-to-student conferencing, and improvements in the quality of student writing.     

Developing Web literacy in collaborative inquiry activities

Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an appropriate context to acquire Web literacy skills in primary education. Four 5th grade school teachers and their students worked with collaborative inquiry activities on the subject of ‘healthy food’. The project was aimed at both the development of Web literacy skills and content knowledge building. Data from a variety of sources were collected: videotaped and written lesson observations, interviews with teachers and students, teacher diaries, student questionnaires, and student assignments. The teachers appeared to be able to carry out the program to varying degrees. Contextual factors that influenced the realization of the project’s goals and results were the adequacy of the research questions formulated by students, students’ inquiry skills, and the teachers’ teaching styles. Students’ learning results show that it is possible to teach Web literacy skills in the context of collaborative inquiry activities. All classes show knowledge gain with regard to the subject healthy food and all classes but one show knowledge gain with regard to Web literacy skills. Although many students show adequate use of particular Web searching, reading and evaluating skills after the project, inconsistency, impulsiveness and impatience are also typical of their Web behaviour. In the context of collaborative inquiry activities teachers are challenged to deal with the paradox that they want their students to be active knowledge builders with help of the Web, whereas the Web seems to invite students to be more or less passive searchers.     

Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges

The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high-achieving and low-achieving students. Findings reported in this paper are from one and a half-year design research for science learning in one primary school in Singapore. In this study, we closely examined the design and enactment of the Knowledge Building Community model in one class with high-achieving students and two classes with mixed-ability students. The research consists of two phases: Phase I Cultivating a collaborative knowledge building culture and Phase II Progressive Knowledge Building using Knowledge Forum. Data were collected from multiple sources, including knowledge assessment, conceptual understanding tasks, and the content analysis of Knowledge Forum postings. The results in Phase I show that while it is critical for students to monitor and build knowledge for their own understanding, they had difficulties developing such skills. In both phases, we found positive impacts on academic achievements showing improvement of student understanding in the course of reflective thinking and progressive inquiry. Overall, quantitative data suggest that the collaborative knowledge building environment was beneficial for both high-achieving and low-achieving students. We conclude by discussing some of challenges and issues in designing collaborative knowledge building environments for young learners with diverse abilities.