Education Commons^™

Role Taking And Knowledge Building In A Blended University Course, D. Cesareni, S. Cacciamani, N. Fujita

Office of Open Learning Publications

Role taking is an established approach for promoting social cognition. Playing a specific role within a group could lead students to exercise collective cognitive responsibility for collaborative knowledge building. Two studies explored the relationship of role taking to participation in a blended university course. Students participated in the same knowledge-building activity over three consecutive, five-week modules and enacted four roles designed in alignment with knowledge building pedagogy (Scardamalia and Bereiter 2010). In Study 1, 59 students were distributed into groups with two conditions: students who took a role in Module 2 and students who did not take a role, …

Influence Of Participation, Facilitator Styles, And Metacognitive Reflection On Knowledge Building In Online University Courses, S. Cacciamani, D. Cesareni, F. Martini, T. Ferrini, N. Fujita

Office of Open Learning Publications

Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the socio-cognitive dynamic of epistemic agency, in which students exercise a higher level of agency for setting forth their ideas and negotiating fit with those of others rather than relying on their teacher. The purpose of this paper is to investigate the influence of (a) levels of participation, (b) facilitator styles and (c) metacognitive …

A Social Constructivist Approach To Computer-Mediated Instruction, Joseph J. Pear, Darlene E. Crone-Todd

Darlene Crone-Todd