Scaffolding Knowledge Co-Construction in Web-based Discussions through Message Labeling
Abstract: Educational theorists have posited that peer interaction in Computer-Supported Collaborative Learning (CSCL) can lead to in-depth analysis and critical reflection through the process of social construction of new and more advanced knowledge. However, empirical research has not provided much support for such claims in natural settings. In the present study, we developed a labeling system for students to follow four consecutive phases of interaction that are critical for knowledge co-construction in CSCL. Initial findings from student interviews indicate that students were able to use the system with short introduction and reported many benefits related to the facilitated discussion. However, they encountered difficulty in the negotiation phase due to 1) total agreement with peers, 2) lack of confidence in discussing new concepts, 3) reluctance to challenge unfamiliar classmates, and 4) lack of motivation to persuade peers without a requirement from the instructor to arrive at consensus.
Presider: Jesus Rodriguez, Universidad Pedagógica Experimental Libertador