Exploring the Relationship Between Young Pupils' Collaborative Knowledge Building and Their Reading Comprehension

• In Event: Poster Session 3
  In Poster Session: Learning Process and Effects of Technology-Enhanced Learning

Abstract

The purpose of this study was to explore the relationship between elementary students’ knowledge building activities in an online learning platform and their reading comprehension. The duration of this study lasted a semester (i.e., 18 weeks). Main data sources came from students’ online collaboration and discussion and PIRLS reading tests. The results showed that the more active students engaged in collaborative knowledge building in the online platform, the more likely they would improve their reading comprehension.

Authors

• Tzu-Wei Huang

• Yu-Hui Chang, University of Minnesota - Twin Cities

• Huang-Yao Hong, National Chengchi University