The Impact of Knowledge-Building through Conceptually-Coherent Read Alouds on Vocabulary and Comprehension

2022 ◽  
pp. 1-15
Author(s):  
Tanya S. Wright ◽  
Gina N. Cervetti ◽  
Crystal Wise ◽  
Nicola A. McClung
Keyword(s):  
Knowledge Building ◽  
Read Alouds ◽  
The Impact

THE CONCEPT OF TECHNOLOGY SUPPORTED FACE-TO-FACE COLLABORATIVE LEARNING VIA DIGITAL INTERACTIVE AUDIO CAPTURING TOOL

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Abdul Rahim Hj Salam ◽  
Faizal Yamimi Mustaffa ◽  
Tina Abdullah ◽  
Md. Sah Hj Salam
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Assisted ◽  
English As Second Language ◽  
Face To Face ◽  
Teacher Trainees ◽  
Integrated Classroom ◽  
Qualitative Data Analysis Software ◽  
The Impact ◽  
Collaborative Knowledge

This paper shares the researcher’s experience in employing the technology supported face-to-face collaborative learning. In achieving this, a digital interactive audio capturing tool (DIACT) was used to digitally capture the interactive event of collaborative learning among English as second language (ESL) teacher trainees in a “Computer Integrated Classroom” (CiC) environment. Having merely online learning of computer support which ignores the elements of face-to-face (F2F), the impact of “collaboration” seems seriously lacking. With the emergence of DIACT in a CiC environment, the researcher attempts to see how those co-located ESL teacher trainees manage to effectively communicate face-to-face and collaborate among themselves to build knowledge. The interaction was captured and transferred to computer assisted qualitative data analysis software (CAQDAS) to be analyzed for evidence of impactful knowledge building. Findings indicated that the use of DIACT in a F2F CiC environment has significantly helped students in collaborative knowledge building.

Written Speech

2018 ◽  
Vol 8 (4) ◽  
pp. 38-49
Author(s):  
Pamela Moen ◽  
Kelley Walters
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Knowledge Building ◽  
Virtual Community ◽  
Development Program ◽  
Professional Development Program ◽  
Teacher Professional ◽  
The Impact ◽  
Written Speech

Data collected within this qualitative, multiple-case study included teachers' knowledge building preferences for written speech in a virtual community of practice (VCoP), blended learning, teacher professional development program. This data was analyzed using the theoretical tenets of Vygotsky's social constructivist learning theory. Through heterogeneous sampling, six sites were selected from 11 program participating schools, with 11 participating teachers purposively selected from these sites. Following semi-structured participant interviews, data were coded and analyzed, where the findings indicated that participants preferred the audiovisual learning content to the written activity format in the blended learning, VCoP teacher professional development program. Program developers may use the research findings to guide the development of VCoP content alternatives to singularly text based online professional development delivery models. Recommendations for future research include studies that address the impact of audiovisual VCoP content on knowledge building.

Collaborative knowledge building with wikis: The impact of redundancy and polarity

2012 ◽  
Vol 58 (4) ◽  
pp. 1049-1057 ◽  
Author(s):  
Johannes Moskaliuk ◽  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Knowledge Building ◽  
Collaborative Knowledge Building ◽  
The Impact ◽  
Collaborative Knowledge

Virtual Reality 2.0 and Its Application in Knowledge Building

2010 ◽  
pp. 573-592 ◽  
Author(s):  
Johannes Moskaliuk ◽  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Virtual Reality ◽  
Web 2.0 ◽  
Knowledge Building ◽  
Learning In Context ◽  
Object Interaction ◽  
General Terms ◽  
Main Emphasis ◽  
Virtual Realities ◽  
The Impact ◽  
The Web

In this chapter, we will point out the impact of user-generated online virtual realities on individual learning and knowledge building. For this purpose, we will first explain some of the central categories of virtual realities (VRs) such as presence and immersion. We will also introduce the term virtual reality 2.0 (VR 2.0), which refers to those new types of VRs that are characterized by typical features of the Web 2.0, such as the opportunity that exists for users to create content and objects themselves. We will explain why we think the term VR 2.0–as a combination of Web 2.0 and VR–is a good label for currently existing user-generated online VRs. This chapter will also explain the concept of knowledge building, both in general terms and in the Web 2.0 context. The main emphasis of the chapter is on the significance of knowledge building for online VRs. In this context, we will describe the visualization of educational content, learner-object interaction, as well as personal, social, and environmental presence as its main features. We will also describe online VRs as a toolbox for user-generated content, and explain why the integration of different tools and seeing “living and learning” in context are relevant for applying user-generated online VRs in educational contexts. In conclusion, we will look at future trends for VR 2.0 environments.

scholarly journals Interaction online: Above and beyond requirements of assessment

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
Meg O'Reilly ◽  
Diane Newton
Keyword(s):  
Social Science ◽  
Online Discussion ◽  
Knowledge Building ◽  
Critical Discussion ◽  
Research Data ◽  
Online Environment ◽  
Science Students ◽  
Social Communities ◽  
Computer Mediated ◽  
The Impact

<span>Today's literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students' perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.</span>

Exploring the impact of interactive read-alouds on student perceptions of women’s history

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alyssa J. Whitford
Keyword(s):  
Student Perceptions ◽  
Women's History ◽  
Read Alouds ◽  
Content Type ◽  
Us History ◽  
Third Grade Students ◽  
Before And After ◽  
Research Findings ◽  
The Impact ◽  
Women’S History

PurposeThis study aims to investigate elementary students’ perceptions about women’s roles throughout US history, and the extent to which these perceptions can be challenged or expanded by interactive read-alouds.Design/methodology/approachThird-grade students participated in interviews designed to investigate their thoughts about women’s historical roles before and after engaging in a series of interactive read-alouds featuring notable women in history. Pre- and post-interviews were analyzed to assess shifts in perception.FindingsThe research findings suggest that students initially perceived historical women as insignificant and held stereotypical views about their roles and that this perception was challenged following the interactive read-alouds. Changes were indicated through increased references to women during interviews and through answers that challenged stereotypical views.Originality/valueThis study adds insight about students’ perceptions regarding women’s history and supports the use of interactive read-alouds to challenge stereotypical views of women’s historical roles.

scholarly journals The impact of the last stage of 4S TMD in chemistry books using knowledge building environment

2021 ◽  
Vol 1882 (1) ◽  
pp. 012100
Author(s):  
C Oktasari ◽  
S Anwar ◽  
H S H Munawaroh ◽  
S Fibrianto
Keyword(s):  
Knowledge Building ◽  
Last Stage ◽  
Building Environment ◽  
The Impact

Beyond Comprehension Strategy Instruction: What's Next?

2017 ◽  
Vol 48 (2) ◽  
pp. 84-91 ◽  
Author(s):  
Amy M. Elleman ◽  
Donald L. Compton
Keyword(s):  
Reading Comprehension ◽  
Analogical Reasoning ◽  
Knowledge Building ◽  
Strategy Instruction ◽  
Language Instruction ◽  
Future Research ◽  
Comprehension Instruction ◽  
Comprehension Strategy Instruction ◽  
Research And Practice ◽  
The Impact

Purpose In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Conclusions Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

scholarly journals Research assistant as partner: Collective leadership to facilitate co-production

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Joshua Timothy Hill ◽  
Christy Thomas ◽  
Barbara Brown
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Knowledge Building ◽  
Collective Leadership ◽  
Scholarship Of Teaching ◽  
Design Based Research ◽  
Time Commitment ◽  
Key Characteristics ◽  
The University ◽  
The Impact

In this article, we chronicle our experience of student-faculty partnership within a Scholarship of Teaching and Learning design-based research study. We present our experience of partnership in relation to the student-faculty partnership, collective leadership, adult learning and knowledge building literatures. Key characteristics of our student-faculty partnership are recognizingand using intellectual and experiential resources; practicing principles of knowledge building; and differentiating top-down and lateral decision making. We find the affordances of our partnership to be increased productivity, learning from each other and diversity of ideas and perspectives and limitations to be substantial time commitment, underlying beliefs about students’ capabilities and student-faculty ratio to limitations. We conclude by exploring the impact of our partnership on students, faculty and the university.

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