A POSSIBLE MECHANISM FOR ENHANCING THE ADVANCED KNOWLEDGE CONSTRUCTION IN ONLINE LEARNING COMMUNITIES

Year 2015, Volume: 2 , 9 - 12, 30.04.2015

Sheng-yi Wu

Abstract

In recent years, regarding learning, the applications of peer
collaborative learning through online learning communities have been
progressively developed, applied and explored. Especially after the rise of
social networking site--Facebook, the concept of social network service (SNS)
has provided innovative reforms in the operations of online learning
communities. Peer collaborative learning of online learning communities is
often conducted with the discussion teaching method, which serves as a key
teaching method in many cooperative learning activities. Literature has
suggested that an asynchronous or synchronous online discussion session
incorporating different teaching strategies may improve students' cognitive
ability and knowledge construction process. However, some studies found that an
online discussion activity without any control or interferences from
educational instructors would lead to a lack of an advanced knowledge
construction. To address this issue, this study treats Facebook as the learning
community and attempts to assist students’ online discussion activities through
adopting the teaching strategy--collaborative problem solving (CPS) and using
the concept mapping as cognitive tools. Thus, this study aims to develop a
collaborative problem solving (CPS) teaching strategy, and integrate the system
of concept mapping.

Keywords

online discussion, collaborative problem solving (CPS), concept, mapping, facebook

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman, Inc. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare to classroom instruction? A meta–analysis of the empirical literature. Review of Educational Research, 74(3), 379–439. Dawson, V. M., & Venville, G. (2009). High school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421–1445. De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring asynchronous discussion groups by introducing roles: Do students act in line with assigned roles? Small Group Research, 39(6), 770–794. Guimarães, C., Antunes, D. R., García, L. S., & Fernandes, S. (2013). Collaborative Consensus and Knowledge Creation: Computer-Mediated Methodology for Sign Language Studies. In Information Systems, E-learning, and Knowledge Management Research (pp. 278-292). Springer Berlin Heidelberg. Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). An analysis of peer assessment online discussions within a course that uses project–based learning. Interactive Learning Environments, 15(3), 237–251. Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444–453. Nelson, L. M. (1999). Collaborative problem solving. In C. M. Reigeluth (Ed), Instructional-design theories and models: A new paradigm of instructional theory. Mahwah, N.J: Erlbaum Associates. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. Pollastri, A. R., Epstein, L. D., Heath, G. H., & Ablon, J. S. (2013). The Collaborative Problem Solving Approach: Outcomes Across Settings. Harvard Review of Psychiatry, 21(4), 188-199. Vighnarajah, Wong, S. L., & Abu Bakar, K. (2009). Qualitative findings of students’ perception on practice of self–regulated strategies in online community discussion. Computers & Education, 53(1), 94–103. Wu, S. Y., Hou, H. T. & Hwang, W. Y. (2012). Exploring students’ cognitive dimensions and behavioral patterns during a synchronous peer assessment discussion activity using Instant Messaging. The Asia-Pacific Education Researcher, 21(3), 442–453. Wu, S. Y., Hou, H. T., Hwang, W. Y., & Liu, E. Z. F. (2013). Analysis of Learning Behavior in Problem Solving-based and Project-based Discussion Activities within the Seamless Online Learning Integrated Discussion (SOLID) System. Journal of Educational Computing Research, 49(1), 61–82.