The Effects Of Collaborative Knowledge Building And Analytics-Supported Reflective Assessment On Learners’ Interaction, Collaboration, Conceptual Understanding And Learning Approach
Premised on socio-constructivism, knowledge building and assessment theories, this study attempts to: (1) design a knowledge building environment, informed by knowledge building principles and analytics-supported reflective assessments, and evaluates its effects on learners’ conceptual understanding...
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| Format: | Thesis |
| Language: | English |
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2024
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| Online Access: | http://eprints.usm.my/63051/ http://eprints.usm.my/63051/1/Pages%20from%20SAMAR%20MOHAMMED%20ABDULLAH%20GHAZAL%20-%20TESIS.pdf |
| Summary: | Premised on socio-constructivism, knowledge building and assessment theories, this study attempts to: (1) design a knowledge building environment, informed by knowledge building principles and analytics-supported reflective assessments, and evaluates its effects on learners’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigate the patterns of interaction in Knowledge Forum; (3) examine the role and process of reflective assessment in improving knowledge building; (4) characterize the dynamics of collaborative knowledge building, and (5) examine the role of interaction in Knowledge Forum (KF) on learners’ conceptual understanding. A mixed method (QUAN + QUAL) approach was adopted in this study involving 24 postgraduate students. |
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