Key Findings

This page launches to a collection of pages that summarise key findings from research related to knowledge building.

  • Principles, not procedures. Teachers want to know how to implement an innivative instrctional approach. But focus on instructional procedures runs the risk that procedures are carried out while the deeper goals still are not realised. … MORE
  • Learning communities. A learning community is a type of social configuration involving a large number of people who are learning together. This paper lists a number of feaures of classes as learning communities. … MORE
  • Opportunistic Collaboration. What are the pros and cons of different ways of organising groups for knowledge building? This study compares knowledge building in which online work uses 3 types of social configurations. … MORE
  • Students Diversity & Participation. Many teachers think that only high-achieving students will participate productively in knowledge. Is that assumption correct? This study compared online discourse by classes at different levels of achievement taking  similar courses in Social Studies. …  MORE
  • Portfolio Assessment. This study compared the effects of knowledge building portfolios (student-directed assessments) on knowledge building in three Grade 10 classes studying Geography. One class (the control) carried out knowledge building without portfolios, and the two other classes used different portfolio designs. … MORE
  • Link to Institutional Objectives. Teachers may find it difficult to implement knowledge building in their school. This study documents how teachers have linked knowledge building goals to their school’s visions and objectives. … MORE  |   中文譯文
  • Build on Intuitive ideas. Misconceptions are usually considered as interfering with learning and should be eradicated. This study considers the idea that they are the starting points for knowledge building.  … MORE |   中文譯文
  • Beyond Knowledge Construction.This study argues for distinguishing between three modes of online discourse: knowledge sharing, knowledge construction, and knowledge creation. Although the first two modes are both useful, they are insufficient for knowledge building. … MORE |   中文譯文
  • Interaction patterns in online discussions. Online discourse in knowledge building differs from other types of discourse. It’s not really like a face to face conversation we might have over tea, nor is it like email or heated debate. What is it like? … MORE
  • Enhancing e-learning at a Tanzanian university. There is much interest in e-learning in higher education around the world, but e-courses often disappoint in the level of interaction that is expected of them. This study tested three different instructional designs involving Moodle, and the development of interaction and learning in each. …MORE