Characterizing Students' Meta-Collective Discourse in a Knowledge-Building Classroom

• In Event: Instructional Support, Creative Learning, and Knowledge Building

Abstract

This paper investigated the design of meta-level talk in scaffolding students’ engagement in meta-collective discourse in a computer-supported collaborative knowledge-building environment, mediated by Knowledge Forum® (KF). Twenty-one Grade 10 students studying arts and design participated in the study, engaging in idea-centered progressive inquiry in both online and classroom discussions. Quantitative analysis using a social network analysis tool indicated changes in students’ collective responsibility in the classroom discussion over time. Qualitative analysis of classroom discourse showed how students engaged in metacognitive and progressive discourse moves in the context of a knowledge-building community. Implications for meta-level talk design to help students engage in progressive classroom discourse are discussed.

Authors

• Yuyao Tong, The University of Hong Kong

• Carol K. Chan, University of Hong Kong