In this study, the author describes the nature and occurrence of knowledge-construction links (KCLs) in 3 6th-grade classrooms that varied in degree of learner centeredness. KCLs are operationalized as prior learning that students bring to their current classroom experiences and include school and nonschool experiences. They are hypothesized to facilitate a knowledge-construction process that values prior learning. In the more learner-centered classroom, KCLs occurred in conjunction with open and divergent dialogue, positive reactions to students' use of prior learning, and opportunities within the classroom that allowed students to gain new experiences on which they could draw in further knowledge-construction efforts. In contrast, KCLs were ignored or viewed as inappropriate in the least learner-centered classroom, dialogue about content was convergent, and performance goals were the norm.
This study investigated the role of native language in the context of online versus face-to-face learning environments. Findings from a mixed-methods analysis revealed that native language was a factor in distinguishing among the learning opportunities in these two classes. Data for the online course were 10 archived asynchronous discussions on its threaded bulletin board. Data for the face-to-face course were verbatim transcripts of audio-taped recordings made during 10 of the 15 class sessions. Non-native speakers were more passive in the face-to-face classroom leaving the native speakers to assume leadership characteristics. In the online environments, non-native speakers and native speakers participated more equally in the discussion. Findings suggested that difficulties experienced by non-native speakers during impromptu face-to-face discussions may be alleviated given more opportunities and time for reflective articulation.
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