Changing minds: computers, learning, and literacy
Changing minds: computers, learning, and literacy
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
Co-design of innovations with teachers: definition and dynamics
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Wikinomics: How Mass Collaboration Changes Everything
Wikinomics: How Mass Collaboration Changes Everything
Fostering peer collaboration with technology
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
A blended model for knowledge communities: embedding scaffolded inquiry
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
WISE Science: Web-Based Inquiry in the Classroom
WISE Science: Web-Based Inquiry in the Classroom
Analyzing CMC content for what?
Computers & Education - Methodological issue in researching CSCL
Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America
Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America
Assessing social construction of knowledge online: A critique of the interaction analysis model
Computers in Human Behavior
| Hi-index | 0.00 |
This research investigates student collaboration in a high school biology curriculum that was based on the Knowledge Community and Inquiry (KCI) model. Using co-design, the researchers collaborated with three high school science teachers to design a curriculum where 112 grade-ten biology students collaboratively developed a community wiki about Canadian ecozones and biodiversity issues. Students then used the wiki as the primary resource for a subsequent inquiry activity. This paper analyzes students' contributions to the knowledge base, test performance, and student satisfaction to evaluate the efficacy of the KCI model. A new method of analysis for collaborative wiki artifacts was developed to measure student interaction in the wiki. We found that students who were higher contributors to the knowledge base performed better on a post-test than students who were measured as low contributors. Our findings suggest that the KCI model is a promising mechanism for supporting both collaborative and individual learning.