CHAPTER 5: DISCUSSION
5.2 Recommendations
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number of KB studies were higher than for higher-order learning outcomes. The main reason for this is that basic learning outcomes can be easily examined as compared to higher-order learning outcomes. In other words, novice KB learners and teachers can easily achieve basic learning outcomes through interaction KB activities on KF. However, higher-order learning outcomes can be achieved when novice KB learners and teachers are familiar with three core KB characteristics and 12 KBPs.
5.2 Recommendations
5.2.1 Promoting Interdisciplinary KB Research
Although most of the KB studies are conducted in a particular subject domain, this study has discovered a least number of KB studies with interdisciplinary links. To coordinate with interdisciplinary pedagogy, future KB research can involve interdisciplinary by comparing the differences between single subjects and interdisciplinary subjects.
5.2.2 Promoting Experimental Design in KB Research
Although the findings have revealed that some of the selected KB studies employed experimental designs, the results of particular KB studies cannot be generalized to the worldwide population. To conduct meta-analysis in future KB research, the number of experimental design in KB research should increase. Thus, it is important to cultivate KB researchers in teacher communities in order to conduct KB research with experimental designs.
5.2.3 Promoting Different Learning Platforms in KB Research
Findings revealed in this study focus on online learning platforms employed in KB studies. However, the offline learning environment also plays an important role in promoting
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KB practice. Through analyzing both different learning platforms, future KB research will be able to synthesize the effectiveness of KB tools in different learning platforms.
5.2.4 Promoting Practice-Related KBPs in KB Research
Based on the findings revealed in this study, idea-related KBPs have been examined the most in KB studies. However, practice-related KBPs should not be neglected. This study recommends that future KB research put effort into examining practice-related KBPs.
5.2.5 Promoting Higher-Order Learning Outcomes in KB Research
The findings revealed that social learning outcomes have been examined the most in KB studies. Among the three categories of learning outcomes, the number of basic learning outcomes was higher than for the higher-order learning outcomes. Hence, future KB research could analyze the possible methods to assist novice learners and teachers in achieving
higher-order learning outcomes during KB practice.
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56 Selected KB StudiesNo. Study
4 27a Cesareni, Cacciamani, & Fujita 2016
5 27b Cesareni, Cacciamani, & Fujita 2016
6 39 Hong & Chiu 2016
7 56 Chen, Scardamalia, & Bereiter 2015
8 61 Hong, Scardamalia, Messina, & Teo 2015
9 62 Hong, Chai, & Tsai 2015
10 66 Resendes, Scardamalia, Bereiter, Chen, & Halewood 2015
11 121 Coll, Rochera, & De Gispert 2014
20 294a Cacciamani, Cesareni, Martini, Ferrini, & Fujita 2012 21 294b Cacciamani, Cesareni, Martini, Ferrini, & Fujita 2012
22 324 Cesareni, Martini, & Mancini 2011
23 339 Chan & Chan 2011
24 342 Hong, Chen, Chai, & Chan 2011
25 343 Zhang & Sun 2011
26 347 Chen & Looi 2011
27 356 Zhang, Hong, Scardamalia, Teo, & Morley 2011
28 358a Chai & Tan 2011
29 358b Chai & Tan 2011
30 405 Erkunt 2010
31 408 Lossman & So 2010
32 413 Seitamaa-Hakkarainen, Viilo, & Hakkarainen 2010
33 415 Hong & Lin 2010
34 423 So, Seah, & Toh-Heng 2010
35 427 Sun, Zhang, & Scardamalia 2010
36 465 van Aalst 2009
37 471 Chai & Tan 2009
38 484 Zhang, Scardamalia, Reeve, & Messina 2009
39 526 Markauskaite & Sutherland 2008
40 559a van Aalst & Chan 2007
41 559b van Aalst & Chan 2007
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45 566 Zhang, Scardamalia, Lamon, Messina, & Reeve 2007
46 579a Lai & Law 2006
47 579b Lai & Law 2006
48 580 Moss & Beatty 2006
49 587 Pelletier, Reeve, & Halewood 2006
50 596a Oshima, Oshima, Murayama, Inagaki, Takenaka, Yamamoto, Yamaguchi, & Nakayama
2006 51 596b Oshima, Oshima, Murayama, Inagaki, Takenaka,
Yamamoto, Yamaguchi, & Nakayama
2006
52 604 van Aalst & Hill 2006
53 615 Chai & Khine 2006
54 616 van Aalst & Cummings 2006
55 681 Gilbert & Driscoll 2002
56 710 Seitamaa-Hakkarainen, Raunio, Raami, Muukkonen, &
Hakkarainen
2001
Demographic Coding Data Demographic Coding
Item Category
Country 1 Eastern country 2 Western country
Education level 1 Preschool 2 Grade 1-6 3 Grade 7-9 4 Grade 10-12 5 Undergraduate 6 Graduate 7 Postgraduate 9 Not elsewhere
classified Identities of
participants
1 Pre-service teacher 2 In-service teacher 3 Learner
Subject domains 1 Chinese 2 Design 3 English
4 Geography 5 History 6 Language
7 Mathematics 8 Pedagogy 9 Science 10 Technology 11 Visual Art 12 Not specified
Study
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Canadian Journal of Science, Mathematics and Technology
Research Design Coding Data and Online Learning Platforms Coding Data Research Design Coding
Item Category
Research designs 1 Case study 2 Design experiment 3 Ethnography 4 Exploratory study 5 Longitudinal study
6 Quasi-experiment design
7 True experiment design
Analysis methods 1 Quantitative analysis
2 Qualitative analysis
3 Mixed methods analysis
*Turkey grouped in Eastern country
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Online Learning Platforms Coding
Item Category
Online learning platforms 1 KF 2 Non-KF
Study
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KBPs 1 Real ideas, authentic problems
2 Improvable ideas 3 Idea diversity
4 Rise above 5 Epistemic agency 6 Community knowledge, collective responsibility
11 KB discourse 12 Concurrent, embedded and transformative
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Categories and Subcategories of Learning Outcomes
Category Subcategory
Cognitive 1 Basic literacy
2 Domain specific literacy 3 Epistemic literacy Metacognitive 4 Reflection
5 Self-regulation 6 Problem solving
Social 7 Interaction/participation 8 Metadiscourse
Outcomes keyword/description Coder A
Coder B 1 ID27a 1 "higher levels of writing and reading
for role takers in Module 2, sustained in Module 3"
1 1
2 ID61 1 "productive vocabulary" 1 1
3 ID62 1 "writing" 1 1
4 ID66 1 "productive vocabulary and discourse moves to advance KB"; "effects on vocabulary usage"
1 1
5 ID121 1 "academic task" 1 1
6 ID124 1 "academic literacy that included conceptual understanding and explanation"
1 1
7 ID324 1 "writing activity in Synergia" 1 1
8 ID343 1 "student reading practice" 1 1
9 ID427 1 "domain-specific vocabulary and academic words correlated with depth of understanding"
1 1
10 ID471 1 "interacting collaboratively in terms of reading and build-on each other’s notes"
1 1
11* ID559a 1 "reading material" 2 2
12 ID587 1 "literacy (reading and writing) development through KF"
1 1
13 ID14 2 "engaged in more productive and effective group inquiry activities, they were more likely to develop a more
1 1
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16 ID66 2 "effects on scientificness and epistemic complexity"
1 1
17 ID193 2 "views on nature of science and learning practices"; "scientific literacy programs"
1 1
18 ID252a 2 "domain-specific literacy in science" 1 1 19 ID252b 2 "domain-specific literacy in science" 1 1 20 ID413 2 "temporal distribution of collective
inquiry activities and social
organization of the artefact project"
1 1
21 ID427 2 "domain-specific vocabulary and academic words correlated with depth of understanding" effective group inquiry activities, they were more likely to develop a more sophisticated epistemic view"
1 1
27 ID56 3 "students' intuitive understanding of promisingness"
1 1
28 ID61 3 "epistemic agency" 1 1
29 ID294a 3 "epistemic agency" 1 1
30 ID294b 3 "epistemic agency" 1 1
31 ID342 3 "sustained discourse to construct collective understanding between theory and practice in teaching"
1 1
32 ID358a 3 "teacher's epistemic belief" 1 1 33 ID358b 3 "teacher's epistemic belief" 1 1
34 ID405 3 "epistemic agency" 1 1
35 ID415 3 "shifting their epistemological and pedagogical belief to become more constructivist-oriented"
1 1
36 ID423 3 "depth of understanding"; "conceptual understanding task"
1 1
37 ID484 3 "epistemic complexity" 1 1
38 ID559b 3 "conceptual understanding" 1 1 39 ID559c 3 "conceptual understanding" 1 1 40 ID562b 3 "improvement of students' conceptual
understanding"
1 1
41 ID566 3 "conceptual advancement"; "epistemic complexity of ideas"
1 1
‧
43 ID7 4 "reflective assessment with lowacademic achievement students"
1 1
44 ID27b 4 "the reflective student with a role accepts responsibility for the collaborative knowledge building process to a greater degree than do their colleagues without role"
1 2
45 ID39 4 "increasing community awareness of group knowledge work"
1 1
46 ID56 4 "students' awareness of promisingness reflected in their promisingness judgments"
1 1
47 ID62 4 "course reflection" 1 1
48 ID121 4 "types of teachers' feedback (verification and elaboration)"
1 1
49 ID131 4 "more elaborated feedback" 1 1
50 ID133 4 "discourse rated as more reflective and depth oriented"
1 1
51 ID134 4 "evaluation course quality" 1 1
52 ID291 4 "reflection" 1 1
53 ID294a 4 "facilitator styles and metacognitive reflection on KB in online university courses"
1 1
54 ID294b 4 "facilitator styles and metacognitive reflection on KB in online university courses"
1 1
55 ID342 4 "reflective pattern" 1 1
56 ID347 4 "formative instant feedback and frequently interaction"
1 1
57 ID356 4 "awareness of peers' contributions" 1 1 58 ID415 4 "making them more collaborative and
reflective in the community"
1 1 65 ID562b 6 "collaborative problem solving" 1 1 66 ID580 6 "collaborative problem solving" 1 1 67 ID7 7 "collaboration and synthesis change
during KB process"
1 1
68 ID14 7 "online interaction and inquiry activities"
1 1
69 ID16 7 "increase in the quality of interaction and participation; significant relation between the use of opinion building,
69 ID16 7 "increase in the quality of interaction and participation; significant relation between the use of opinion building,