Peer scaffolding of knowledge building through collaborative groups with differential learning experiences

Journal of Educational Computing Research

Volumn 35, Issue 2, 2006, Pages 123-144

  Lai, Ming ^a   Law, Nancy ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547534457     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/GW42-575W-Q301-1765     Document Type: Article

References (38)

1. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
2. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
3. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
4. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in evaluating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
5. Brush, T. A., & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. The Journal of Interactive Online Learning, 1(2), 1-1.2.
6. Burtis, J. (1998). The analytic toolkit. Toronto: The Ontario Institute for Studies in Education, The University of Toronto, Knowledge Building Research Team.
7. Davis, E. A., & Linn, M. C. (2000). Scaffolding students' knowledge integration: Prompts for reflection in. KIE. International Journal of Science Education, 22, 819-837.
8. Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford, UK: Pergamon.
9. Edelson, D. C., Gordin, D., & Pea R. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8, 391-450.
10. Ge, X., & Land, S. M. (2003). Scaffolding students' problem-solving processes in an ill-structured task using question, prompts and peer interactions. Educational Technology, Research and Development, 51(1), 21-38.
11. Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social, construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397-431.
12. Hakkarainen, K., Lipponen, L., & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In N. Miyake, R. Hall, & T. Koschmann (Eds.), CSCL2: Carrying forward the conversation (pp. 129-156). Mahwah, NJ: Lawrence Erlbaum Associates.
13. Hewitt, J. (2002). From a focus on tasks to a focus on understanding: The cultural transformation of a Toronto classroom. In N. Miyake, R. Hall, & T. Koschmann (Eds.), CSCL2: Carrying forward the conversation (pp. 11.-41). Mahwah, NJ: Lawrence Erlbaum Associates.
14. Jarvela, S., Hakkinen, P., Arvaja, M., & Leinonen, P. (2004). Instructional support in CSCL. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL (pp. 115-139). Netherlands: Kluwer Academic Publishers.
15. Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2005). How do people learn? Members' methods and communicative mediation. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 265-294). New York: Springer.
16. Lai, M., & Law, N. When east meets west in collaborative inquiry. A paper under preparation.
17. Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33, 541-557.
18. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral, participation. Cambridge, UK: Cambridge University Press.
19. Law, N. (2005). Assessing learning outcomes in CSCL settings. A paper presented at the CSCL conference May 30-June 4, 2005, Taiwan.
20. Law, N., & Wong, E. (2003). Developmental trajectory in knowledge building: An investigation. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for change in networked learning environments (pp. 47-56). Dordrecht: Kluwer Academic Publishers.
21. Lipponen, L. (2000). Towards knowledge building: From facts to explanations in primary students' computer mediated discourse. Learning Environments Research, 3, 179-199.
22. Messina, R., Reeve, R., & Scardamalia, M. (2003). Collaborative structures supporting knowledge building: Grade 4. A paper presented at the Annual Meeting of the American Educational Research. Association, April 22, 2003, Chicago, Illinois.
23. Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently and why. New York: Free Press.
24. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
25. Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423-451.
26. Piaget, J. ( 1928). The judgment and reasoning in children. London: Routledge and Kegan.
27. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273-304.
28. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.
29. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
30. Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge building. In E. De Corte (Ed.), Computer-based learning environments and problem solving (Vol. 84, pp. 41-66). Berlin: Springer-Verlag.
31. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
32. Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. The Journal of Learning Disabilities, 31, 344-364.
33. Suthers, D. D. (2005). Technology affordances for intersubjective learning: A. thematic agenda for CSCL. A paper presented, at the CSCL conference, May 30-June 4, 2005, Taiwan.
34. Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. The Journal of the Learning Sciences, 13(3), 305-335.
35. Tudge, J. R. H., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. H. Bornstein & J. Bruner (Eds.), Interaction in human development (pp. 1.7-40). Hillsdale, NJ: Lawrence Erlbaum Associates.
36. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
37. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17, 89-100.
38. Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2005). Collective cognitive responsibility in knowledge building classes: A focus on social network, structures. A paper presented in Summer Institute, Aug. 9-12, 2005, Toronto.