Showing papers on "Knowledge building published in 2018"

Insights on Transfer Optimization: Because Experience is the Best Teacher

Abstract: Traditional optimization solvers tend to start the search from scratch by assuming zero prior knowledge about the task at hand. Generally speaking, the capabilities of solvers do not automatically grow with experience. In contrast, however, humans routinely make use of a pool of knowledge drawn from past experiences whenever faced with a new task. This is often an effective approach in practice as real-world problems seldom exist in isolation. Similarly, practically useful artificial systems are expected to face a large number of problems in their lifetime, many of which will either be repetitive or share domain-specific similarities. This view naturally motivates advanced optimizers that mimic human cognitive capabilities; leveraging on what has been seen before to accelerate the search toward optimal solutions of never before seen tasks. With this in mind, this paper sheds light on recent research advances in the field of global black-box optimization that champion the theme of automatic knowledge transfer across problems. We introduce a general formalization of transfer optimization , based on which the conceptual realizations of the paradigm are classified into three distinct categories, namely sequential transfer , multitasking , and multiform optimization . In addition, we carry out a survey of different methodological perspectives spanning Bayesian optimization and nature-inspired computational intelligence procedures for efficient encoding and transfer of knowledge building blocks. Finally, real-world applications of the techniques are identified, demonstrating the future impact of optimization engines that evolve as better problem-solvers over time by learning from the past and from one another.

Co-Organizing the Collective Journey of Inquiry with Idea Thread Mapper

Abstract: This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose reflective structuration as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the onl...

Developing metadiscourse through reflective assessment in knowledge building environments

Abstract: This study examined how reflective assessment supported by principles facilitated metadiscourse for knowledge advances mediated by Knowledge Forum ® (KF). Participants were 60 tertiary students in two classes engaging in knowledge building and reflecting on their collaborative knowledge building using e-portfolios; one class was a principle-based knowledge-building environment (KBP, n = 30), and the other a regular knowledge-building environment (KBR, n = 30). The KF embedded assessment tools, the Analytical Toolkit and Applet, showed increased KF participation and connectedness during the year. Regression analysis showed that KF participation predicted conceptual understanding for both classes. Analyses of e-portfolios revealed that the students adopted nine reflective strategies in knowledge building, and that reflective metadiscourse strategies involving metacognitive and collective processes were related with deeper conceptual understanding. Analyses of online discourse threads further showed that metadiscourse involving collective processes was associated with higher levels of knowledge advances. Both classes showed improvement and the KBP class outperformed the KBR class on KF participation, metadiscourse processes and conceptual understanding. This study has theoretical implications advancing the idea of metadiscourse, discourse about discourse , for enriching research on knowledge building and computer-supported collaborative learning (CSCL). There are also design implications for using principle-based e-portfolios to facilitate collective reflection and metadiscourse to address issues of fragmented online discussion, and for promoting sustained inquiry.

On the Constitution of SoTL: Its Domains and Contexts.

Abstract: In this paper, we present an analysis of the Scholarship of Teaching and Learning in Higher Education (SoTL) which contributes to SoTL both as a field of research practice and as a background to professional development in higher education. We analyse and describe the constitution of the field, and in so doing address its nature in the face of the dilemma of, on the one hand, its diversity and, on the other hand, its generally agreed set of purposes. Our analysis of SoTL knowledge is conceptualised as relational, connecting SoTL practitioners with the work they disseminate to the community at large. We describe and exemplify the internal horizon of the field in terms of five domains: the didactic and the epistemic, which we refer to as the knowledge building domains, and the interpersonal, the moral/ethical and the societal domains, which we refer to as the axiological domains. The external horizon is described in terms of four aspects of the context that can impact the production and implementation of SoTL knowledge: the disciplinary, the professional, the cultural and the political aspects. Methodological emphasis is equally on the axiological underpinnings of SoTL, its values and attitudes, as the ontological and epistemological underpinnings that are predominant.

Connecting local and global technological knowledge sourcing

Abstract: Purpose Through increasing globalization, cities are becoming increasingly interconnected with each other. To remain competitive, it is necessary for cities to combine complementary non-local sources of knowledge with local knowledge sources. The authors contend that an increase in non-local knowledge sourcing tends to enhance local knowledge sourcing too. The purpose of this study is to examine the influence of international knowledge sources on the capacity to build upon local knowledge sources in a city region. In addition, the authors investigate whether information and communication technologies (ICT) knowledge sources have a bigger impact than do other fields of knowledge on local knowledge connectivity. Design/methodology/approach Using the US Patent and Trademark Office data, the authors study knowledge sourcing trends for the years 1980-2016 across 33 global cities. Backward patent citations from these granted patents are used to identify the location of inventors of prior knowledge sources, and the geography of knowledge building connections over time is assessed by using the inventor locations of cited (source) and citing (recipient) patents. Findings The authors show that international knowledge sourcing is highly connected with local knowledge sourcing. The authors also find that ICT have a significant effect on this relationship. However, there are significant differences across cities in the extent and nature of this relationship. Originality/value This study contributes to the literature on the changing geography of knowledge connections. It provides a detailed picture of changing knowledge sourcing trends at a city region level, and it improves our understanding of the role played by a variety of knowledge connections in helping a city remain competitive.

Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

Abstract: This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The p...

Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities

Abstract: This study attends the learning sciences to the work of Carl Rogers and his person-centered therapy and education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. Our grounded theoretical approach combined with a microanalysis of one student revealed five patterns that knowledge, experience, and self can co-develop in a humanistic knowledge building community.

Forming shared inquiry structures to support knowledge building in a grade 5 community

Abstract: This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.

The Effects of Representation Tool (Visible-Annotation) Types to Support Knowledge Building in Computer-Supported Collaborative Learning.

Abstract: This work was supported by a National Research Foundation of Korea grant funded by the Korean Government [NRF-2014S1A3A2044609].

Action Research: Integrating Chemistry and Scientific Communication To Foster Cumulative Knowledge Building and Scientific Communication Skills

Abstract: Collaboration between chemistry lecturers and literacy lecturers led to the development and implementation of an interdisciplinary project with the object of addressing two pertinent challenges in chemistry education. The first challenge is the tendency of students to approach different topics in science as separate units of knowledge, which hinders cumulative knowledge building. The second challenge is the effective incorporation of scientific communication skills into science curricula. In the course of this project students completed various assignments in the fields of chemistry and scientific communication, while exploring the characteristics and properties of individual ionic compounds. Feedback on the first two iterations of this project was obtained by electronic surveys. The results revealed that the project succeeded in enabling students to appreciate the interconnectedness of various topics within the chemistry curriculum. It also supported the development of students’ scientific communication ...

Information Management Versus Knowledge Building: Implications for Learning and Assessment in Higher Education

Abstract: The goal of this paper is to consider two distinct orientations toward learning within the context of twenty-first-century higher education that have implications for assessment of outcomes internationally—information management and knowledge building. These two orientations are compared and contrasted along various dimensions, and potential contributors to the pervasiveness of the information management profile within the current generation of undergraduates are explored. With this background established, pertinent steps toward fostering more effective information management and enhancing knowledge building in higher education contexts are shared with specific attention to the role of assessment practices.

Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis

Abstract: This doctoral research project sought to better understand and articulate how English for Academic Purposes (EAP) is locally enacted. The context selected was a university summer pre-sessional programme for international students. At the time of data collection, I was the course director and the questions shaping the research emerged over a number of years in this role, primarily through the observation of teaching staff. Taking a case study approach and informed by a social realist lens (Bernstein, 1990; 2000; Maton, 2014), the research asked: How is EAP locally enacted? What are the organising principles underpinning this enactment? Drawing on Bernstein's notion of recontextualisation and theorising of the epistemic pedagogic device (Maton, 2014, after Bernstein, 1990), the study explored the 'double enactment' of EAP: firstly, from the values and beliefs shaping the pre-sessional ethos into curriculum, and then from pedagogic materials into classroom practices. Data collection and analysis combined interviews with the course designers, examination of curriculum materials, and exploration of videos of teaching. The analytical framework drew on two dimensions of Maton's Legitimation Code Theory, or 'LCT' (Maton, 2014), a development of Bernstein's code theory (Bernstein, 1977; 1990; 2000). These two dimensions were Specialisation and Semantics (Maton, 2014). Specialisation's component concepts of epistemic relations (relations between knowledge and its object of study) and social relations (relations between knowledge and knowers) were used to explore the macro-orientation and goals of the pre-sessional programme. The Semantics concept of semantic gravity (the relative context dependency of meaning) was then enacted to analyse the structuring principles of materials design and classroom recontextualisation. LCT Specialisation analysis revealed a programme characterised by a stronger orientation to knowledge practices than to knower practices - i.e. an emphasis on understanding particular concepts and developing particular analytical skills, what Maton calls a trained gaze (Maton, 2014). Some curriculum-internal variation was also observed, however, enabling a nuanced view into practices. This orientation was found to shape programme thinking and design in important ways, informing both materials development and expectations of teaching. LCT Semantics analysis revealed a local curriculum characterised by a relatively wide semantic range. Learning outcomes are geared towards both explicit understanding of core course concepts and scaffolded, spiralling opportunities for students to ground these concepts in academic writing and speaking practice. Movements across curriculum threads between concepts and practice create shifts in the context-dependency of curricular knowledge. These semantic gravity waves (Maton, 2013; Macnaught, Maton, Martin & Matruglio, 2013) over curriculum time may enable students to transfer some pre-sessional learning to texts, tasks and assessments not met on the course. LCT Semantics analysis of the principles structuring lesson design and classroom practice suggest there may be underlying patterns, or what might be considered 'signature profiles'. Illustrations of practice are analysed and interpreted as exhibiting shifts in semantic gravity. These shifts are theorised as perhaps enhancing, but also sometimes hindering, effective enactment of the espoused curriculum. LCT tools enacted for this research study enable making visible how local course values are reflected and refracted throughout an EAP programme, from the macro-design of curriculum, through individual lessons on the page to their material enactment in the classroom as pedagogic practice. The findings and the conceptual toolkit itself have implications and applications for EAP programme development, teacher education and wider sector understandings of the situated realisation of university-based curriculum and pedagogy.

Tangible Landscape: A Hands-on Method for Teaching Terrain Analysis

Abstract: This paper presents novel and effective methods for teaching about topography--or shape of terrain--and assessing 3-dimensional spatial learning using tangibles. We used Tangible Landscape--a tangible interface for geospatial modeling--to teach multiple hands-on tangible lessons on the concepts of grading (i.e., earthwork), geomorphology, and hydrology. We examined students' ratings of the system's usability and user experience and tested students' acquisition and transfer of knowledge. Our results suggest the physicality of the objects enabled the participants to effectively interact with the system and each other, positively impacting ratings of usability and task-specific knowledge building. These findings can potentially advance the design and implementation of tangible teaching methods for the topics of geography, design, architecture, and engineering.

Conversational Agents as Group-Teacher Interaction Mediators in MOOCs

Abstract: This paper presents the colMOOC project perspective for integrating a conversational agent service in Massive Open Online Courses (MOOCs) to facilitate peer dialogue during chat-based activities. Furthermore, it provides high level system architecture to highlight key aspects of the technology infrastructure and the functionality of the software system. The rationale of the approach follows the tenets of several converging theoretical perspectives emphasizing the value of learners' dialogue and constructive argumentation as knowledge building processes during collaborative activities. The MOOC teacher (domain expert) is expected to play a key role by entering in the system conceptual links that guide the agent to make relevant questioning interventions. Thus, the agent tool is mediating group-teacher interactions in a MOOC environment aiming to increase the transactive quality of peer dialogue. The paper discusses also the ‘Academically Productive Talk’ model that provides the basis for the agent interventions and the major software components of the system, including the colMOOC Editor and the colMOOC Player.

Cross-Age Tutoring: How to Promote Tutees' Active Knowledge-Building.

Abstract: Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred ...

Beyond Stalemate: Seeking Solutions to Challenges in Online and Blended Learning Programs

Abstract: Concerned calls for more empirical research in the area of fully or blended online learning approaches have yet to be heeded. The concern is not unwarranted given that most higher learning institutions worldwide are moving increasingly to partial or complete online course offerings. Our own work in this area has been directed at uncovering challenges in Virtual Learning Environments (VLE’s), particularly those related to participatory issues that are being recognized in educational scholarship from a sociocultural perspective as the essence of successful learning, regardless of the field. The high stakes involved in learners´ proactive and critical participation in knowledge building through social interaction online, as opposed to passive assimilation, are closely connected to effective programs and their desired outcomes. We have argued that understanding the barriers that prevent these participatory practices involves a multifaceted perspective, including the voices of learners, and importantly, teaching practitioners. The significant quantitative and qualitative data we have generated in the different phases of our longitudinal inquiry using case study methodology have revealed disturbing challenges in the programs. These issues are primarily rooted in the degree of active participation on the part of many learners, especially in essential social interactive practices and this despite the commitment, enthusiasm and support of instructors for the VLE modality. Yet without significant student engagement and responsive participation not only are learning goals jeopardized, but so too is the underlying cost structure that often is assumed to support such programs. We are left with seeking a way forward. To do so, in this paper, we apply the investigative work we have done to emerging frameworks for evaluating these online programs. Our aim is to uncover a clear and evidenced‑based argument for solutions to offer to key stakeholders and concrete steps they can take for improving their blended modality program offerings. The results of this exercise we believe provide an accessible roadmap for action for the large‑scale online program in our investigation and new insight for online learning more broadly.

Connectivism in the network society. The coming of social capital knowledge

Abstract: Connectivism is a hypothesis of learning which emphasizes the role of the social and cultural context. The relationship among work experience, learning and knowledge, as expressed in the concept of connectivity, is central to connectivism, motivating the name of the theory. According to the current status of online social network approaches, the interconnected computers increase the human intellect, because the network increases the cognitive capacity of individuals. The change in the role of knowledge that is taking place in society has to do with the relationship between technology and society. A collaborative group of knowledge building in the network is emerging as a result of the technological trends and culture. This article discusses the arrival of Virtual Communities of Building Knowledge (VCBK) as a phenomenon that appears spontaneously online. Traditional theories of learning and construction of knowledge have not taken into account the revolution that has occurred in recent decades due to the emergence of ICT. The connectivism refers to the knowledge in the network that arises from the interaction within a group of knowledge construction. In this paper, we consider some cases of VCBK: GNU/Linux, Wikipedia and MOOC. In VCBK, knowledge is created by the group. The sense or meaning created is the result of the group’s dialogue.

Synthesizing Knowledge Graphs from Web Sources with the MINTE\(^+\) Framework

Abstract: Institutions from different domains require the integration of data coming from heterogeneous Web sources Typical use cases include Knowledge Search, Knowledge Building, and Knowledge Completion We report on the implementation of the RDF Molecule-Based Integration Framework MINTE\(^+\) in three domain-specific applications: Law Enforcement, Job Market Analysis, and Manufacturing The use of RDF molecules as data representation and a core element in the framework gives MINTE\(^+\) enough flexibility to synthesize knowledge graphs in different domains We first describe the challenges in each domain-specific application, then the implementation and configuration of the framework to solve the particular problems of each domain We show how the parameters defined in the framework allow to tune the integration process with the best values according to each domain Finally, we present the main results, and the lessons learned from each application

Characterizing the Triggering Phenomenon in Wikipedia

Abstract: Collaborative knowledge building achieves better results than individual knowledge building essentially due to the triggering phenomenon taking place among the users in a collaborative setting. Although the literature points to a few theories supporting the existence of this phenomenon, yet these theories have never been validated in real collaborative environments, thus questioning their general prevalence. In this work, we provide a mechanized way to observe the presence of triggering in knowledge building environments. We implement the method on the most-edited articles of Wikipedia and show that it may help in discerning how the existing knowledge leads to the inclusion of more knowledge in these articles. The proposed technique may further be used in other collaborative knowledge building settings as well. The insights obtained from the study will help the portal designers in building portals enabling optimal triggering.

Knowledge Building : Theory, Design, and Analysis

Abstract: This chapter discusses theory, design, and analysis of the knowledge building model developed by Scardamalia and Bereiter. Knowledge building, supported by Knowledge Forum¯ examines how participants advance the state of knowledge in their community, with the creation of new knowledge as a social product. This chapter provides an overview of the history and key ideas of knowledge building; discusses principle-based pedagogy and design considerations; and examines the analysis of knowledge-building discourse including the development of analytic approaches and tools. Theory, design and analysis are integral to each other – principle-based pedagogy is to mirror and instantiate the knowledge-creation processes, and evolving classroom designs in turn enrich analytic approaches and theory development. This chapter also discusses how the knowledge-building model is related to other approaches, highlighting implications for the learning sciences pertaining to theories of knowledge creation, guided instruction versus emergent design, and new directions for learning analytics.

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Abstract: Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL; McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can “connect the dots” and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may “challenge issues of violence and aggression and build positive, inclusive social systems and structures” (McIntyre Miller, 2016, p.223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

Scaffolding Progressive Online Discourse for Literary Knowledge Building

Abstract: Drawing on research from online, knowledge-building, and discussion-based learning, this design-based experiment captures the instructional moves theorized to develop student capacity in progressive, literary discourse. The experiment employed Knowledge Forum and its unique capacity to scaffold student learning of progressive discourse that results in an explanatory model, theory, or literary interpretation. Analysis of student discussion posts within and between two iterative phases suggest that explicit instruction in progressive discourse, combined with regular classroom debriefings of online discussion, contributed to student mastery. Additionally, the use of sentence starters aligned with each Knowledge Forum scaffold for progressive discourse provided positive outcomes. Implications for using online, progressive, literary discourse scaffolds to inculcate disciplinary thinking and discussion appropriate to the secondary English/Language Arts class are discussed.

How do Korean nursing students build knowledge? A constructivist grounded theory study

Abstract: Introduction Nursing is a knowledge-intensive profession. Therefore, to cope with the demands of the nursing role, nursing students need to become competent in managing information to build nursing knowledge. However, nursing students’ knowledge building process is poorly understood. This research aimed to explore (1) nursing students’ dynamics of how they process nursing information for knowledge building and (2) nursing students’ learning context in South Korea for their knowledge building. Methods A constructivist grounded theory approach was used for this research. Data collection was achieved through four rounds of intensive individual and group interviews with 16 fourth year nursing students in South Korea. The collected data were coded by initial, focused and theoretical coding methods. Constant comparison analysis between data, codes, memos and categories was applied. Results This research identified knowledge building dynamics consisting of three cognitive processes: connecting with information, deciding to accept information and building knowledge. Five motivational factors, including learners’ interest, necessity of information, volition to learn, utility of information and the frequency of information that influence the processes were discovered. Moreover, four knowledge stages of memorising, understanding, synthesising and applying and creating emerged. Conclusions This is the first empirical study on knowledge building dynamics in educational environments for healthcare professionals. The findings of this research provide nursing educators with a practical model that can be used to improve nursing curricula in facilitating students’ knowledge building processes. Moreover, a deeper understanding of sociocultural influences on nursing education can assist educators to adapt and generalise the findings to their pedagogical contexts, providing a culturally sensitive and relevant approach to nursing education.

Knowledge building in software developer communities

Abstract: Software development has become a cognitive and collaborative knowledge-based endeavor where developers and organizations, faced with a variety of challenges and an increased demand for extensive knowledge support, push the boundaries of existing tools and work practices. Researchers and industry professionals have spent years studying collaborative work and communication media, however, the landscape of social media is rapidly changing. Thus, instead of trying to model the use of specific technologies and communication media, I seek to model the knowledge-building process itself. Doing so will not only allow us to understand specific tool and communication media use, but whole ecosystems of technologies and their impact on software development and knowledge work, revealing aspects not only unique to specific tools, but also aspects about the combination of technologies. In this dissertation, I describe the empirical studies I conducted aimed to understand social and communication media use in software development and knowledge curation within developer communities. An important part of the thesis is an additional qualitative meta-synthesis of these studies. My meta-analysis has led to a model of software development as a knowledge building process, and a theoretical framework: I describe this newly formed framework and how it is grounded in empirical work, and demonstrate how my primary studies led to its creation. My conceptualization of knowledge building withing software development and the proposed framework provide the research community with the means to pursue a deeper understanding of software development and contemporary knowledge work. I believe that this framework can serve as a basis for a theory of knowledge building in software development, shedding light on knowledge flow, knowledge productivity, and knowledge management.

Two-side face of knowledge building using scientometric analysis

Abstract: The present study investigated the research trends in knowledge building area during the past 20 years. More specifically, the divergence in knowledge building was identified using scientometrics method. The features observed in the articles concerning knowledge building in education and non-education were identified in terms of keywords, cluster themes, and journals. In addition, the frequently cited references were analyzed in order to determine which studies played a leading role in the interaction network and why. Findings revealed that the knowledge building approach in education tended to be studied in instructional education and the learning sciences; however, it was likely to appear in broader areas in non-education, including business and economics, public administration, humans and technology, and social work. In addition, several researchers and co-cited papers were influential in education and non-education fields. This study provides the broader perspectives of the various domains under knowledge building by examining the previous studies.

Developing Community and Building Knowledge Online Using a Virtual Reality Environment and Student-Created Videos.

Abstract: Within an online science teacher education course, an important although secondary goal was to prepare students for a high-stakes licensure portfolio at some time after course completion. Thus, var...