Affiliation:
1. Faculty of Artificial Intelligence in Education Central China Normal University Wuhan PR China
2. Liuzhou Ethnic High School Liuzhou City PR China
Abstract
AbstractBackgroundBoth socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects.ObjectivesBased on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators.MethodsThis study involved 74 learners enrolled in a course named ‘the Application of Modern Educational Technology’ as the subject of study, and made a case analysis with this method.Results and ConclusionsFirst, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high‐level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research.
Funder
National Natural Science Foundation of China