Sentence examples for collaborative knowledge construction from inspiring English sources

This study investigates the design of a role structure to engage undergraduate students in collaborative knowledge construction.

Finally, a cross-analysis of these results including teachers' opinions led to a set of lessons learned about the design of SLEs to support collaborative knowledge construction.

The article presents a two-level methodology designed to combine individual and group-level perspectives for the evaluation of collaborative knowledge construction in student groups.

It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space.

A journal club is a meeting of colleagues designed to promote collaborative knowledge construction by critically discussing practice relevant articles appearing in professional journals.

The purpose of this comparison is to understand if using bidirectional QR codes as a mechanism to support collaborative knowledge construction in indoor settings has an impact on students' learning outcomes and on their impression of the learning experience.

In this paper we discuss our analysis of the process of collaborative interactions based on three dimensions – divergence of ideas, collaborative knowledge building and construction.

Documenting this change from divergence to collaborative knowledge building to possible construction is therefore important in understanding the nature the collaborative interactions.

While individuals bring their own unique knowledge and perspectives, the second important aspect of collaborative learning is how they move from seemingly divergent perspectives to collaborative knowledge building.

In the end collaborative knowledge building rises or fails on the success of that discourse in generating knowledge advances.

There is a plethora of studies on how ICT tools are employed to support collaborative learning, knowledge construction and critical thinking, participation and diversifying ideas, scaffolding of concepts, and enabling self-reflection in PBL (e.g. Hack, 2013; Ioannou, Brown, & Artino, 2015; Tambouris et al., 2012).