Quality of knowledge construction after the first individual task significantly predicted quality after the subsequent collaborative task¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The covariate, knowledge construction quality measured at test 1, had a significant effect on knowledge construction quality measured at test 2. → Noroozi 2012

Evidence¶

Noroozi 2012¶

Noroozi, O., Busstra, M. C., Mulder, M., Biemans, H. J. A., Tobi, H., Geelen, A., van't Veer, P., Chizari, M. (2012). Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment. Education Tech Research Dev (2012) 60:193-221. https://doi.org/10.1007/s11423-011-9217-2

q3 · i? · causal · r2

ANCOVA in the same sequential experiment: test 1 mean quality score served as covariate and test 2 mean quality score as dependent variable. The article reports F (1, 79) = 27.20; p < 0.01 for the covariate, indicating strong stability of individual knowledge construction quality across phases.

"The covariate, the quality of knowledge construction as measured by test 1, had a significant effect on the quality of knowledge construction as measured by test 2: F (1, 79) = 27.20; p\ 0.01."

Discussion¶

Related Claims¶

• Type of collaboration had a significant overall effect on knowledge construction after controlling for timing of supportive information presentation — related
• Online discussion in CSCL compensated for suboptimal timing of supportive information presentation before the learning task clusters in IDLM — related
• Neither the external collaboration script nor the reflection scaffold increased the quality of interaction in the subsequent (testing-phase) collaboration — related