Online concept-mapping behaviour may play a critical role in transforming verbal-discourse knowledge into deep-level co-construction; Type 3's lowest behavioural knowledge construction accompanied its lowest performance¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? More deep-level knowledge was generated through concept mapping behaviours than through verbal communications, and Type 3's lowest knowledge construction through online behaviours co-occurred with the lowest final performance. → Fan Ouyang 2023

Evidence¶

Fan Ouyang 2023¶

Fan Ouyang, Weiqi Xu, Mutlu Cukurova. (2023). An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective. Intern. J. Comput.-Support. Collab. Learn (2023) 18:39–66. https://doi.org/10.1007/s11412-023-09387-z

q2 · i? · associational · r1

Authors' interpretation of the pattern-type results (KS, KM, KD means reflected via concept mapping behaviours; Type 3's behaviour-implied cognitive means were KS = 4.00, KM = 9.60, KD = 17.20). "Type 3 had the lowest level of knowledge construction through students' online behaviours".

"our results showed that Type 3 had the lowest level of knowledge construction through students' online behaviours, which also resulted in the lowest collaborative performance among the three types. Moreover, more deep-level knowledge was generated through concept mapping behaviours than verbal communications"

Discussion¶

Related Claims¶

• The three pattern types differed significantly on behavioural codes (Type 1 > Type 2 > Type 3 for concept mapping) and on several interactive, cognitive and regulative codes, but not on socio-emotional codes — related
• The authors argue formative feedback is critical for making student behaviour 'seen' in asynchronous online learning where the teacher is not physically present — related
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• Tacit knowledge in CSCL is co-constructed through socialization, externalization, combination, and internalization processes — related
• High cognitive activities were positively associated with essay quality but not with concept maps — related
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• Process-tracing measures should accompany outcome measures because process changes may not be immediately reflected in outcomes — related