Search results for: Collaborative knowledge construction
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Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
This article comments on Greenhow, Robelia, and Hughes (2009). It examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of socio-cultural conditions of knowledge creation. Discussion is extended to the use of the Web for supporting teacher learning and innovation.
Updated: Jul. 21, 2009
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment. Such an environment emphasizes collaboration among learners for the coconstruction of knowledge. The goal of this case study is to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.
Updated: Mar. 16, 2009
This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an affordance for their jointly evolving cognitive systems.
Updated: Apr. 12, 2008