Knowledge Building and Regulation in Computer-Supported Collaborative Learning

1. Auflage 2017
ISBN: 978-981-10-1970-8
Verlag: Springer Nature Singapore

Buch, Englisch, 161 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 4293 g

Reihe: Perspectives on Rethinking and Reforming Education

This book proposes and validates an information flow approach to analyzing knowledge co-construction and predicting group performance in the context of collaborative learning. In addition, it highlights the importance of socially shared regulation in collaborative learning, and illustrates in detail how it can be analyzed and promoted.
The book investigates several innovative examples, including: Methodological approaches to studying and analyzing knowledge building and regulation in collaborative learning; Social software tools for capturing the dynamics of knowledge building and regulation in collaborative learning; Collective regulatory mechanisms to scaffold socially shared regulation in real-life collaborative learning; and Scripts and interventions to facilitate effective and productive collaborative learning on the basis of several case studies.
The original methodological contributions to the analysis of knowledge buildingand scaffolding socially shared regulation make this an essential read for anyone interested in collaborative learning. This book will also be of interest to a wide audience of researchers, teachers, and students in the field of collaborative learning, as well as the rapidly growing community of people investigating how collaborative learning can be effectively used in education.

Zielgruppe

Research

Autoren/Hrsg.

Zheng, Lanqin

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Medienpädagogik, Mediendidaktik

Inhaltsverzeichnis

Introduction.- Part 1 Analysis of Collaborative Knowledge Construction.- Chapter 1 Analysis of Collaborative Knowledge Construction: An Information Flow Approach.- Chapter 2 Analysis of Knowledge Elaboration based on the Knowledge Map Analytical Approach.- Chapter 3 Assess of Knowledge Convergence Based on a Novel approach in CSCL.- Part 2 Socially Shared Regulation in Collaborative Learning.- Chapter 4 Self-regulation, Co-regulation, and Socially Shared Regulation in Computer Supported Collaborative Learning.- Chapter 5 Analysis of Socially Shared Regulation in CSCL.- Chapter 6 Promoting Socially Shared Regulation through Dynamic Scaffolds.- Part 3 Case Studies in CSCL: Facilitation and Reflection.- Chapter 7 Script Collaborative Learning through Role Assignment.- Chapter 8 Facilitating Collaborative Learning through Cross-age Peer-tutors.- Chapter 9 Promoting Productive Collaborative Learning through Teachers’ Guidance.- Chapter 10 Support Collaborative Learning by Tablet PC: A CaseStudy.

Über Autor(innen)

Dr. Lanqin Zheng currently works as an assistant professor and supervisor for postgraduate at the School of Educational Technology in Beijing Normal University. She received her PhD from Beijing Normal University, China. Dr. Lanqin Zheng is also a postdoctoral fellow at Athabasca University, Canada. Her research interests include computer supported collaborative learning, learning analytics, smart learning environment, and instructional design.

Dr. Lanqin Zheng has published about 50 refereed journal papers, book, book chapters, and international conference papers. Now, she serves as an assistant editor of Smart Learning Environment journal. She also serves as program committee members of many international conferences, such as ICALT2015 and ICSLE2015, ICSLE2014, and so on. Before, she was scientific committee member of international workshop on learning analytics (IWLA 2013) and finical chair of ICALT2013. She was also organization committee secretary of many international conferences, such as TEL2011, CSCL Post-Conference 2011, summer school for doctor candidates in educational technology in 2011, ICHL2010, ADMA2009, WMUTE2008, CATE2007, ICCE2006, and GCCCE/NEIF2002.