Examining Knowledge Construction in Three Social Interactive Learning Environments: A Comparison of Knowledge Networks, Social Networks, and Social Knowledge Networks
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| Title: | Examining Knowledge Construction in Three Social Interactive Learning Environments: A Comparison of Knowledge Networks, Social Networks, and Social Knowledge Networks |
|---|---|
| Language: | English |
| Authors: | Duan, JinJu (ORCID |
| Source: | Interactive Learning Environments. 2023 31(6):3914-3938. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Environment, Cooperative Learning, Social Networks, Interpersonal Relationship, Teaching Methods, Concept Formation, Outcomes of Education, Comparative Analysis, College Students, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1080/10494820.2021.1944882 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397230 |
| Database: | ERIC |
| Abstract: | Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments. |
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| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2021.1944882 |
