Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2024-03-18 DOI:10.1016/j.iheduc.2024.100946
Fan Ouyang , Liyin Zhang , Mian Wu , Pengcheng Jiao
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Abstract

Collaborative knowledge construction has been used in higher education to support student groups' collaborative learning activities through students' exchange, negotiation, and reflection of perspectives through peer communications. To support this process, collaborative learning analytics tools have been designed to collect and analyze collaborative process and performance data with a goal to provide actionable feedback and improve learning quality. However, few tools have demonstrated the mechanism and details about how students develop their perspectives during the collaborative knowledge construction process in higher education. To fill this gap, this research proposed a tool named Collaborative Argument Map (CAM) that creatively visualized different types of perspectives students proposed from the individual, peer, and group levels. This tool was further implemented in a graduate-level course in online collaborative writing activities in China's higher education, with a goal to support students' knowledge construction with peers. The summative and process-oriented learning analytics approaches were conducted to reveal the effects of CAM on students' collaborative perceptions, processes, and final products. Results showed that most students made substantive use of the CAM tool and reported positive perceptions of the tool. Further examinations verified the tool's positive effects on improving the students' cognitive engagement levels and the quality of their final collaborative writing products. This research provided practical implications for future CLA tool design and instructional implications for using this type of tool in collaborative learning in higher education.

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通过实施协作论证图工具增强协作知识构建能力
在高等教育中,协作知识建构被用于支持学生团体的协作学习活动,学生通过同伴交流进行观点的交换、协商和反思。为了支持这一过程,人们设计了协作学习分析工具来收集和分析协作过程和绩效数据,目的是提供可操作的反馈并提高学习质量。然而,很少有工具能展示高等教育中学生如何在协作知识建构过程中发展自己的观点的机制和细节。为了填补这一空白,本研究提出了一种名为 "协作论证图"(CAM)的工具,它能创造性地将学生从个人、同伴和小组层面提出的不同类型观点可视化。该工具被进一步应用于中国高等教育研究生水平的在线协作写作活动课程中,旨在支持学生与同伴的知识建构。通过总结性和过程性学习分析方法,揭示了 CAM 对学生协作认知、过程和最终产品的影响。结果显示,大多数学生对 CAM 工具进行了实质性的使用,并对该工具报以积极的看法。进一步的检查验证了该工具对提高学生认知参与水平和最终合作写作产品质量的积极作用。这项研究为未来的CLA工具设计提供了实践意义,也为在高等教育中使用这类工具进行协作学习提供了教学意义。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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