Community knowledge assessment in a knowledge building environment

Huang-Yao Hong; Marlene Scardamalia

Computers & Education Vol. 71, No. 1 (February 2014) pp. 279–288

This study investigates ways of using key terms to represent and assess community knowledge in an online knowledge building environment. Knowledge Forum – an environment specially designed to support advances in community knowledge – incorporates...

Language: English

Identifying the Strengths and Concerns of OpenCourseware Design: An Exploratory Study

Chia-Yu Chang; Huang-Yao Hong

International Journal of Online Pedagogy and Course Design Vol. 4, No. 1 (January 2014) pp. 16–26

This qualitative, exploratory study investigated the design strengths and concerns of OpenCourseware (OCW) for higher education based on user experience, using the translated Chinese website of the Massachusetts Institute of Technology OCW as a...

Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment

Huang-Yao Hong; Chieh-Hsin Chiu

Australasian Journal of Educational Technology Vol. 32, No. 1 (Mar 23, 2016)

This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students’ online interaction logs, group discussion and inquiry, and a survey concerning...

Language: English

How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics

Huang-Yao Hong; Xiaodong Lin-Siegler

Journal of Educational Psychology Vol. 104, No. 2 (May 2012) pp. 469–484

How does learning about scientists' struggles during their scientific knowledge building affect students' science learning? Two hundred and seventy-one high school students were randomly assigned to 1 of 3 conditions: (a) the struggle-oriented...

Towards an Idea-Centered, Principle-Based Design Approach to Support Learning as Knowledge Creation

Huang-Yao Hong; Florence R. Sullivan

Educational Technology Research and Development Vol. 57, No. 5 (October 2009) pp. 613–627

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557-576 2004), an important question remains to...

Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment

Huang-Yao Hong; Ching Sing Chai

Computers & Education Vol. 115, No. 1 (December 2017) pp. 38–55

This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design guidance. Participants were students who took a...

Language: English

Exploring the development of college students' epistemic views during their knowledge building activities

Huang-Yao Hong; Bodong Chen; Ching Sing Chai

Computers & Education Vol. 98, No. 1 (July 2016) pp. 1–13

Exploring students' epistemic views is important as it should help to better understand how they acquire and work with knowledge. This case study investigated how college students' epistemic views relate to their collaborative inquiry activities in...

Language: English

Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge

Huang-Yao Hong; Marlene Scardamalia; Jianwei Zhang; Jianwei Zhang

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)

The Knowledge Society Network (KSN) “takes advantage of new knowledge media to maximize and democratize society’s knowledge-creating capacity” (www.ikit.org/KSN). This article synthesizes the principles and designs of this network which were...

Fostering sustained idea improvement with principle-based knowledge building analytic tools

Huang-Yao Hong; Marlene Scardamalia; Richard Messina; Chew Lee Teo

Computers & Education Vol. 89, No. 1 (November 2015) pp. 91–102

The purpose of this study is to explore the use of principle-based analytic tools to improve community knowledge building in a class of Grade 5/6 students. A flexible design framework was used to engage students in use of three analytic tools—a...

Language: English

Fostering a Collaborative and Creative Climate in a College Class through Idea-Centered Knowledge-Building

Huang-Yao Hong; Yu-Hui Chang; Chin Sing Chai

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 389–407

This study explored the effects of student engagement in a knowledge-building (KB) environment on their collaborative learning process and the perceived creative climate of that environment. The participants were 30 college students who undertook a...

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

Huang-Yao Hong; Ching Sing Chai; Chin-Chung Tsai

Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 549–561

This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed...

Enhancing reading comprehension through computer-supported collaborative learning

Huang-Yao Hong; Tzu-Wei Huang; Yu-Hui Chang; Guo-Tsai Hung

EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 44–46

The aim of this study is to explore whether student can develop a better reading comprehension after engaging in computer supported collaborative knowledge building activities for a semester. Data sources include (1) participants’ online interaction ...

Topics: Computer-Mediated Communication, Interaction, Achievement

Fostering more self-reflective understanding of teaching knowledge in a knowledge building environment

Yu-Hui Chang; Huang-Yao Hong; Li-Yueh Hua; Guo-Tsai Hung

EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 129–134

This study investigated whether teacher-education students can improve their teaching knowledge and develop more student-centered teaching skills in a collaborative knowledge building environment. Using a case study method, the present study...

Topics: cooperative/collaborative learning

Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School

Jianwei Zhang; Huang-Yao Hong; Marlene Scardamalia; Chew Lee Teo; Elizabeth A. Morley

Journal of the Learning Sciences Vol. 20, No. 2 (2011) pp. 262–307

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge...

Early Development of Graphical Literacy through Knowledge Building

Yongcheng Gan; Marlene Scardamalia; Huang-Yao Hong; Jianwei Zhang; Jianwei Zhang

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)

This study examined growth in graphical literacy for students contributing to an online, multimedia, communal environment as they advanced their understanding of biology, history and optics. Their science and history studies started early in Grade 3 ...

Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning

Joyce Hwee Ling Koh; Ching Sing Chai; Wong Benjamin; Huang-Yao Hong

Asia-Pacific Education Researcher Vol. 24, No. 3 (2015) pp. 535–543

This conceptual paper argues that to develop students' twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual...

Teacher-Education Students' Views about Knowledge Building Theory and Practice

Huang-Yao Hong; Fei-Ching Chen; Ching Sing Chai; Wen-Ching Chan

Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 4 (July 2011) pp. 467–482

This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice....

Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities

Huang-Yao Hong; Pei-Yi Lin; Ching Sing Chai; Guo-Tsai Hung; Yibing Zhang

Computers & Education Vol. 130, No. 1 (March 2019) pp. 105–120

Teacher's reflective capacity is an important means for teachers' growth in professionalism. This design-based research investigated the effects of knowledge building (KB) principles on pre-service teachers' reflective capacity in two intervention...

Language: English

Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

Ching Chai; Eugenia Ng; Wenhao Li; Huang-Yao Hong; Joyce Koh

Australasian Journal of Educational Technology Vol. 29, No. 1 (Mar 01, 2013) pp. 41–53

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication...

Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum

Jon-Chao Hong; Ming-Yueh Hwang; Yu-Ju Chen; Pei-Hsin Lin; Yao-Tien Huang; Hao-Yueh Cheng; Chih-Chin Lee

Computers & Education Vol. 66, No. 1 (August 2013) pp. 74–82

Museums in Taiwan have developed various digital archives, but few people have visited these digital archives. Therefore, this study designed a digital archaeology game for high school students to play. Based on the concept of “learning for playing” ...

Language: English

Topics: Museums