Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment

Authors

  • Huang-Yao Hong National Chengchi University, Taiwan
  • Chieh-Hsin Chiu National Chengchi University, Taiwan

DOI:

https://doi.org/10.14742/ajet.1873

Keywords:

knowledge acquisition, knowledge building, online learning

Abstract

This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students’ online interaction logs, group discussion and inquiry, and a survey concerning the role of ideas for knowledge work. The findings suggest that knowledge building was conducive to developing among students a more informed view of ideas that sees ideas as improvable, real-world objects for collaborative and creative knowledge work, rather than merely as abstract thoughts for achieving an individual’s own knowledge acquisition. Moreover, it was found that how a group views the role of ideas was associated with how they improve the quality of the ideas during their group inquiry.

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Author Biographies

Huang-Yao Hong, National Chengchi University, Taiwan

Professor, Dept. of Edu.

Chieh-Hsin Chiu, National Chengchi University, Taiwan

High-school teacher and graduate stdudent, Department of Education, Ed.M.

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Published

2016-03-23

How to Cite

Hong, H.-Y., & Chiu, C.-H. (2016). Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment. Australasian Journal of Educational Technology, 32(1). https://doi.org/10.14742/ajet.1873

Issue

Vol. 32 No. 1 (2016): AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY

Section

Articles

License

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

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