Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-­‐Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focused on notes contributed to collective knowledge spaces, as well as reading and building-­‐on notes of others. All team members, including teachers, contributed at high levels. Students tended to produce more notes in the guided-­‐inquiry approach but read more and demonstrated more even distribution of work as part of self-­‐organized inquiry. Qualitative data focused on strategies students reported as new to their school experience. Strategies fell into three categories common to both guided and self-­‐organizing inquiry: elaborating course content for depth of understanding, collaboration in an online environment, and metacognition, with greater reflection on idea development. Distinctive aspects of self-­‐organized inquiry, according to student reports, included going beyond given information, linking new understandings and personal experiences, attention to the collective works of the community, and learning from instructor’s strategies.

Towards a Knowledge Building Community: From Guided to Self-Organized Inquiry

CACCIAMANI S
2010-01-01

Abstract

Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-­‐Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focused on notes contributed to collective knowledge spaces, as well as reading and building-­‐on notes of others. All team members, including teachers, contributed at high levels. Students tended to produce more notes in the guided-­‐inquiry approach but read more and demonstrated more even distribution of work as part of self-­‐organized inquiry. Qualitative data focused on strategies students reported as new to their school experience. Strategies fell into three categories common to both guided and self-­‐organizing inquiry: elaborating course content for depth of understanding, collaboration in an online environment, and metacognition, with greater reflection on idea development. Distinctive aspects of self-­‐organized inquiry, according to student reports, included going beyond given information, linking new understandings and personal experiences, attention to the collective works of the community, and learning from instructor’s strategies.
2010
Pendant quatre ans, une expérience a été menée impliquant quatre cours universitaires en ligne. L’objectif était de passer d’une recherche guidée à une recherche auto-­‐organisée par l’apprenant afin de contribuer à la construction de communautés de savoir dans la classe. Des analyses quantitatives ont porté sur les notes produites dans les espaces collectifs de savoir et sur la lecture et l’enrichissement de notes déjà existantes. Tous les membres de l’équipe, incluant les professeurs, ont contribué au projet de façon active. Les étudiants avaient tendance à produire plus de notes lorsque sous l’approche guidée, mais lisaient davantage et divisaient le travail plus équitablement lorsqu’ils s’organisaient eux-­‐mêmes. Les Towards a Knowledge Building Community 2 données qualitatives mettent l’accent sur les stratégies auxquelles les étudiants n’avaient pas été exposés auparavant dans leur expérience scolaire. Les stratégies se divisaient en trois catégories, communes à la recherche guidée et à la recherche auto-­‐ organisée, soit l’élaboration de contenu de cours pour une compréhension approfondie, la collaboration à un environnement en ligne et la métacognition, qui comprend une plus grande réflexion sur le développement des idées. Des aspects distincts de la recherche auto-­‐organisée comprenaient le fait d’aller au-­‐delà des informations fournies, d’être en mesure d’établir des liens entre de nouvelles compréhensions et ses expériences personnelles, de s’intéresser aux travaux collectifs de la communauté et d’apprendre à partir des stratégies d’apprentissage de l’instructeur.
Knowledge Building Community, learning and technology,on line learning
comunità che costruisce conoscenza,apprendimento e tecnologie,apprendimento on line
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.14087/4773
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