Investigating Students’ Perceptions of Knowledge-building Environment and Learning Engagement

Abstract

Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students’ perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students’ cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students’ perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students’ sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.