Exploring College Students’ Perceptions of Classroom Learning in a Knowledge Building Environment

Abstract

This study examined students' perceptions of classroom learning in a knowledge building environment. The participants were 48 college students in Taiwan, who participated in a course titled "Introduction to Natural Sciences." The course was implemented based on knowledge building pedagogy. The online learning environment, Knowledge Forum, was employed to help engage students in collaborative knowledge building. A questionnaire (SPOCK) on the perceptions of classroom learning and knowledge building was employed to assess how students' viewed their learning activities in class. The findings indicated that the students involved in a knowledge-building environment perceived stronger student-centeredness for their classroom learning than those who were not involved in a knowledge-building class. Further analyses on students' online discourse will be conducted to better understand students' perceptual change.