TY - GEN
T1 - Investigating Students’ Perceptions of Knowledge-building Environment and Learning Engagement
AU - Chen, Wei Shou
AU - Lee, Min Hsien
AU - Liang, Jyh Chong
N1 - Publisher Copyright:
© 2023 Asia-Pacific Society for Computers in Education.
PY - 2023/12
Y1 - 2023/12
N2 - Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students’ perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students’ cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students’ perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students’ sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.
AB - Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students’ perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students’ cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students’ perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students’ sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.
KW - PLS-SEM
KW - Perceptions of learning environment
KW - knowledge-building
KW - learning engagement
UR - http://www.scopus.com/inward/record.url?scp=85181773419&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85181773419&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85181773419
T3 - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
SP - 211
EP - 216
BT - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
A2 - Shih, Ju-Ling
A2 - Kashihara, Akihiro
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Ogata, Hiroaki
A2 - Baker, Ryan
A2 - Chang, Ben
A2 - Dianati, Seb
A2 - Madathil, Jayakrishnan
A2 - Yousef, Ahmed Mohamed Fahmy
A2 - Yang, Yuqin
A2 - Zarzour, Hafed
PB - Asia-Pacific Society for Computers in Education
T2 - 31st International Conference on Computers in Education, ICCE 2023
Y2 - 4 December 2023 through 8 December 2023
ER -