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Understanding the Effects of Online Collaborative Knowledge-Building Activities on Pre-service Teachers’ Views of “Learning”: A Case Study Using Triple Cross-Validation Analysis

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Innovative Technologies and Learning (ICITL 2018)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11003))

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Abstract

This research study aimed to understand the concept of “learning” held by current Taiwanese pre-service teachers from the information and communication technology (ICT) generation in order to establish a new digital learning theory for the future. Over the course of an entire semester, 38 participants took an elective course that adopted a project-based teaching strategy named “Educational Media” administered in an online, collaborative, knowledge-building environment. Using grounded theory and a design-research method, an open-ended survey questionnaire was administered to compare the pre-test and post-test definitions of learning generated from each pre-service teacher. A triple cross-verification of qualitative and quantitative forms was then analyzed by up to three assistants from the course. Results showed that participants altered their thinking about learning, which was reflected in their assignments and narratives documented on the questionnaires after experiencing knowledge-building activities. Correlation analysis showed that the perceived learning dimension moved from a traditional mode to a more constructive mode compared to the beginning of the course. In summary, this triple cross-validation method may improve the effect of objective explanation and analysis results.

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Authors and Affiliations

  1. Department of Education, National Cheng Chi University, Taipei, 11605, Taiwan

    Chih Hui Seet & Huang-Yao Hong

Authors
  1. Chih Hui Seet
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  2. Huang-Yao Hong
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Corresponding author

Correspondence to Chih Hui Seet .

Editor information

Editors and Affiliations

  1. National Yunlin University of Science and Technology, Yunlin, Taiwan

    Ting-Ting Wu

  2. Kun Shan University, Tainan City, Taiwan

    Yueh-Min Huang

  3. Nanjing Normal University, Nanjing, China

    Rustam Shadiev

  4. University of North Texas, Denton, TX, USA

    Lin Lin

  5. University of Ljubljana, Ljubljana, Slovenia

    Andreja Istenič Starčič

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Seet, C.H., Hong, HY. (2018). Understanding the Effects of Online Collaborative Knowledge-Building Activities on Pre-service Teachers’ Views of “Learning”: A Case Study Using Triple Cross-Validation Analysis. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_5

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  • DOI: https://doi.org/10.1007/978-3-319-99737-7_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99736-0

  • Online ISBN: 978-3-319-99737-7

  • eBook Packages: Computer ScienceComputer Science (R0)

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