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ERIC Number: EJ1098044
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0973-0559
Collaborative Knowledge-Building: A Longitudinal Study
Li, Qing
Journal of Educational Technology, v6 n3 p42-57 Oct-Dec 2009
The focus of this paper is on knowledge-building in a technology-supported learning environment in higher education through a longitudinal study of a graduate course from 2003 to 2007. The primary question is: how do learning conditions designed into a graduate course contribute to collaborative knowledge building? In particular, two major issues--theory acquisition and the ethics related to technology--are explored. The result indicates that the blended learning approach has proved to be particularly helpful in enhancing students' learning of more abstract ideas such as theory and philosophy. In addition, a holistic design of the course and its assignment has fostered collaborative knowledge building. Two special concerns are identified. First, students' group work needs to be flexible enough in order to promote learning and motivation. Second, appropriate integration of threaded discussion should consider the amount of work involved.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A