Yu Gao, Linjing Wu, Xiaotong Lv, Xinqian Ma, Qingtang Liu
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引用次数: 0
Abstract
Background
Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects.
Objectives
Based on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators.
Methods
This study involved 74 learners enrolled in a course named ‘the Application of Modern Educational Technology’ as the subject of study, and made a case analysis with this method.
Results and Conclusions
First, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high-level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research.
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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