Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning

Lehtinen, Auli; Kostiainen, Emma; Näykki, Piia

doi:10.1016/j.tate.2023.104299

Cited by 12 publications

(4 citation statements)

References 75 publications

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“…Understanding context helps learners relate advanced biological concepts to practical applications in the natural sciences, providing relevant and in-depth information. The advanced biology platform can ensure that the learning tools for advanced biology are adequate resources, provide rich learning experiences, and support students in developing an in-depth understanding of advanced biological sciences [43].…”

Section: Feasibility Analysis Of Developed Learning Mediamentioning

confidence: 99%

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Susanto,

Ibrohim,

Basuki

et al. 2024

Int. J. Interact. Mob. Technol.

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The growing industry has given birth to various innovations, one of which is the emergence of three new branches of knowledge in biology: biotechnology, biochemistry, and biomedicine. However, this branch of science has not been explored in biology education for students. Technology, in the form of online learning platforms, can address current challenges. STEAM-based biology learning can increase student engagement, motivate creative exploration, and stimulate critical thinking. This study aims to develop an advanced biology learning platform and test the feasibility of the learning media. This study follows the analysis, design, development, implementation, and evaluation (ADDIE) model. The results of this study have led to the development of the “Advanced Biology” website, which contains various exciting features for students. This feature includes a homepage display, learning content display, case-based learning, and research project display. This platform provides engaging educational videos and comprehensive learning materials. The case studies on this site offer an overview of problem-solving and the current state of the industry. This media validates learning materials, media, and technology in the ideal category.

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Section: Feasibility Analysis Of Developed Learning Mediamentioning

confidence: 99%

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Susanto,

Ibrohim,

Basuki

et al. 2024

Int. J. Interact. Mob. Technol.

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“…The Interaction Analysis Model (IAM, see Table 1), developed by Gunawardena and colleagues (1997), has been used as a research method by over 50 researchers nationally and internationally with over 2,551 citing it as a viable framework for analyzing social construction of knowledge in both formal and informal learning environments (Buraphadeja & Dawson, 2008;Megli et al, 2023b;Nguyen & Diederich, 2023;Sanchez, 2019;Valtonen et al, 2022;Lehtinen et al, 2023). Social construction of knowledge as discussed earlier, draws from sociocultural and social constructivist theories that establish the vital role socialization plays in the learning process (Pea, 1993;Vygotsky, 1978).…”

Section: Analyzing Social Construction Of Knowledge Using the Interac...mentioning

confidence: 99%

“…The exponential growth of online learning during the pandemic added impetus to the exploration of how people learn together online (Ba et al, 2023;Guo et al 2022;Lee et al, 2023;Lehtinen et al, 2023). Learning together (Dillenbourg, 1999) is grounded in principles of social constructivism (Pea, 1993;Vygotsky, 1978), where knowledge is co-constructed by members of an interacting group through a process of negotiation of meaning and validation of newly constructed knowledge.…”

mentioning

confidence: 99%

Deep Learning Models for Analyzing Social Construction of Knowledge Online

Gunawardena,

Chen,

Flor

et al. 2023

OLJ

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Gunawardena et al.’s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a large dataset, this study explores how two neural network architectures—a feed-forward network (Doc2Vec) and a large language model transformer (BERT)—could automatically predict phases of knowledge construction using IAM. The methods interrogated the extent to which the artificial neural networks’ predictions of IAM Phases approximated a human coder’s qualitative analysis. Key results indicate an accuracy of 21.55% for Doc2Vec phases I-V, 43% for fine-tuning a pre-trained large language model (LLM), and 52.79% for prompt-engineering an LLM. Future studies for improving accuracy should consider either training the models with larger datasets or focusing on the design of prompts to improve classification accuracy. Grounded on social constructivism and IAM, this study has implications for designing and supporting online collaborative learning where the goal is social construction of knowledge. Moreover, it has teaching implications for guiding the design of AI tools that provide beneficial feedback for both students and course designers.

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“…5 Reading comprehension skills involve an active, dynamic, and developing process in looking for reciprocal relationships in a text. 6 This comprehension refers to the way readers understand propositionsthe basic units of meaning in texts that include words, phrases, sentences, and paragraphs. Therefore, as long as the reader understands the meaning of a particular proposition, Reading strategies are operationally defined as "generally deliberate and planned activities that learners actively engage in, often repeatedly, to overcome the cognitive difficulties they are experiencing".…”

Section: Introductionmentioning

confidence: 99%

The Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability

Munawaroh

2024

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<p>Researchers believe that awareness and monitoring of comprehension processes are very important for developing one's reading skills. One of the main issues in the world of education today is concern about students' ability to read critically and evaluate the material they read. This research aims to investigate the impact of teacher teaching in developing critical thinking on students' critical reading abilities. To achieve this goal, we selected 50 students from private high schools with an age range of 16-18 years as research participants. They were then divided into two groups, namely the experimental group and the control group, after being homogenized through the Nelson test. Next, the same content in the form of ten reading texts was taught to both groups, with the only difference that the experimental group received training in critical reading strategies such as annotating, asking questions, detailing, summarizing, and concluding, while the control group applied a general comprehension approach. The results of data analysis using an independent t-test show that teaching critical reading strategies has a significant impact on the development of students' critical reading skills, resulting in rejection of the null hypothesis. These findings can have relevant implications for the Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability, promoting learning in authentic, interactive, and student-focused environments in their reading classes.</p>

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Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning

Cited by 12 publications

References 75 publications

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Deep Learning Models for Analyzing Social Construction of Knowledge Online

The Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability

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