Fostering Collaborators and Deep Learners through Knowledge Building among Chinese Tertiary Students

Abstract

In this study, we designed and examined a principle-based knowledge building environment that aimed to (a) promote collaboration, deep learning and domain understanding among Chinese tertiary students, (b) characterize knowledge building discourse patterns to understand the changes. The quasi-experimental design involved two groups of students: one in knowledge building environment (KB), the other in technology enriched environment (NKB). Questionnaire survey results showed both environments students improved on conceptions of collaboration and approaches to learning, but only the KB students acquired significant improvement. Also, students in KB environment outperformed their peers in NKB environment on domain understanding. The knowledge building inquiry thread analyses indicated students in KB environment were more engaged in Knowledge Forum (KF) and able to contribute discourse with high-level knowledge advances. The results also showed a trajectory of knowledge building process, suggesting students move toward deep learning, understanding, and emergent knowledge advancement by assimilating knowledge building principles over time.