Questioning and the quality of knowledge constructed in a CSCL context: A study on two grade-levels of students

Ming LAI, Wai Ying Nancy LAW

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5 Citations (Scopus)

Abstract

This paper aims to study the relationship between questioning and the quality of knowledge constructed in a CSCL context. In previous studies, different units of analysis are employed and the patterns of relationships are not consistent for different age groups. The analytic units of a thread, an individual, and a group are employed in this study, and two grades of students (grade 6 and grade 10) are investigated. At the thread level, we aim to examine to what extent questioning can be a mechanism for knowledge advancement, and we find that the tenth-graders are capable to advance knowledge through questioning, while for the sixth-graders, more facilitation seems to be needed. At the individual level, we find that for the sixth-graders, those asking good questions are likely to express high-level explanations, suggesting that individual competence plays an important role in advancing knowledge among these younger students. For the tenth-graders, a “division of labor” is observed that good questions are generated by some students while high-level explanations by others. At the group level, a high and positive correlation is found for both grades. The findings suggest further research is needed to examine other possible mechanisms for knowledge advancement in online collaborative discourse. Copyright © 2012 Springer Science+Business Media B.V..
Original languageEnglish
Pages (from-to)597-620
JournalInstructional Science
Volume41
Issue number3
DOIs
Publication statusPublished - May 2013

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Students
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student
division of labor
Mental Competency
age group
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Age Groups
discourse
science
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Citation

Lai, M., & Law, N. (2013). Questioning and the quality of knowledge constructed in a CSCL context: A study on two grade-levels of students. Instructional Science, 41(3), 597-620.

Keywords

  • CSCL
  • Questioning
  • Knowledge building