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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 0000-0002-5744-0758), Lu, Lin, Xie, Kui (ORCID 0000-0002-7173-4859)
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
FullText Text:
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  Data: Examining Knowledge Construction in Three Social Interactive Learning Environments: A Comparison of Knowledge Networks, Social Networks, and Social Knowledge Networks
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  Data: <searchLink fieldCode="AR" term="%22Duan%2C+JinJu%22">Duan, JinJu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5744-0758">0000-0002-5744-0758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Lin%22">Lu, Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Xie%2C+Kui%22">Xie, Kui</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7173-4859">0000-0002-7173-4859</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(6):3914-3938.
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  Data: 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
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  Data: 25
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1080/10494820.2021.1944882
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – SubjectFull: College Students
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      – SubjectFull: China
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