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Effects of Collaborative, Computer-Supported, Knowledge-Building Communities on High School Students' Knowledge Building and Intentional Learning.

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Title: Effects of Collaborative, Computer-Supported, Knowledge-Building Communities on High School Students' Knowledge Building and Intentional Learning.
Language: English
Authors: Shell, Duane F.
Peer Reviewed: N
Page Count: 15
Publication Date: 1996
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Computer Assisted Instruction, Constructivism (Learning), Cooperative Learning, High School Students, High Schools, Intentional Learning, Learner Controlled Instruction, Student Attitudes
Abstract: This research was conducted as part of Project CIRCLE, a collaborative project between the University of Texas at Austin College of Education, the Austin Independent School District, and the Eanes Independent School District. The intent of the project was to establish collaborative knowledge-building communities in high school classrooms among secondary students and teachers and university students and faculty supported by innovative constructivist uses of computer technology. The primary goal was to determine the effects of such knowledge-building communities on students' approaches to learning. The study took place in one inner city and one suburban high school in the Austin, Texas area. The Student Perceptions of Classroom Knowledge-Building (SPOCK) instrument measured four aspects of students' perceptions of their own knowledge building and intentional learning behavior: (1) knowledge building; (2) question asking; (3) self-regulation; and (4) lack of initiative. In addition, the instrument measured extent of teacher directedness in the classroom and extent of collaborative learning among students. Overall, the results suggest that the infusion of technologies that support knowledge building, intentional learning, and collaboration can enhance the establishment of collaborative knowledge-building communities in high school classrooms and can influence students' perceptions of the classroom environment. (AEF)
Entry Date: 1996
Accession Number: ED395570
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED395570
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  Data: Effects of Collaborative, Computer-Supported, Knowledge-Building Communities on High School Students' Knowledge Building and Intentional Learning.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1996
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Intentional+Learning%22">Intentional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Controlled+Instruction%22">Learner Controlled Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This research was conducted as part of Project CIRCLE, a collaborative project between the University of Texas at Austin College of Education, the Austin Independent School District, and the Eanes Independent School District. The intent of the project was to establish collaborative knowledge-building communities in high school classrooms among secondary students and teachers and university students and faculty supported by innovative constructivist uses of computer technology. The primary goal was to determine the effects of such knowledge-building communities on students' approaches to learning. The study took place in one inner city and one suburban high school in the Austin, Texas area. The Student Perceptions of Classroom Knowledge-Building (SPOCK) instrument measured four aspects of students' perceptions of their own knowledge building and intentional learning behavior: (1) knowledge building; (2) question asking; (3) self-regulation; and (4) lack of initiative. In addition, the instrument measured extent of teacher directedness in the classroom and extent of collaborative learning among students. Overall, the results suggest that the infusion of technologies that support knowledge building, intentional learning, and collaboration can enhance the establishment of collaborative knowledge-building communities in high school classrooms and can influence students' perceptions of the classroom environment. (AEF)
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  Data: 1996
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  Data: ED395570
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Intentional Learning
        Type: general
      – SubjectFull: Learner Controlled Instruction
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
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      – TitleFull: Effects of Collaborative, Computer-Supported, Knowledge-Building Communities on High School Students' Knowledge Building and Intentional Learning.
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            NameFull: Shell, Duane F.
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              M: 04
              Type: published
              Y: 1996
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