Abstract

This paper introduces a methodology for analyzing the knowledge construction and misconstruction processes occurring in online asynchronous discussion for Secondary 2 (Grade 8) students. The use of purposive sampling targeting specific students in a single course forum could potentially advance understanding of these processes using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG). This paper traced the communication patterns and knowledge construction as well as misconstruction processes of students working in groups to formulate scientific ideas. This methodology reveals the dynamics of asynchronous discussion through mapping and quantifying the electronic learning process. This will equip educational practitioners and researchers with a useful tool for describing online interaction through adoption of a measurement methodology more systematic and effective than anecdotally. The research findings suggest that self-directed learning through asynchronous discussion has to be monitored by facilitators as learners possessed misconceptions that could potentially mislead other participants.

Citation

Yap, K.C. & Chia, K.P. Knowledge construction and misconstruction: A case study approach in asynchronous discussion using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG). Computers & Education, 55(4), 1589-1613. Elsevier Ltd. Retrieved August 16, 2024 from https://www.learntechlib.org/p/201373/.

Keywords

• computer-mediated communication
• Cooperative/collaborative learning
• Interactive Learning Environments
• secondary education
• Teaching/Learning Strategies