Automatic Representation of Knowledge Structure: Enhancing Learning through Knowledge Structure Reflection in an Online Course

Autor/inn/en	Kim, Kyung; Clarianay, Roy B.; Kim, Yanghee
Titel	Automatic Representation of Knowledge Structure: Enhancing Learning through Knowledge Structure Reflection in an Online Course
Quelle	In: Educational Technology Research and Development, 67 (2019) 1, S.105-122 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Kyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9626-6
Schlagwörter	Writing Skills; Vocabulary Skills; Physics; Science Instruction; Essays; Writing Evaluation; Online Courses; Graphs; Revision (Written Composition); Grade 10; High School Students; Reflection; Problem Solving; Multiple Choice Tests; Video Technology; Doctoral Dissertations; Instructional Materials; Writing Improvement; Formative Evaluation; Feedback (Response); Teaching Methods; Knowledge Level + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Aktiver Wortschatz; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Essay; Aufsatzunterricht; Online course; Online-Kurs; Grafische Darstellung; Korrektur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis
Abstract	Summary writing is an important skill that students use throughout their academic careers, writing supports reading and vocabulary skills as well as the acquisition of content knowledge. This exploratory and development-oriented investigation appraises the recently released online writing system, "Graphical Interface of Knowledge Structure" ("GIKS") that provides structural feedback of students' essays as network graphs for reflection and revision. Is the quality of students' summary essays better with "GIKS" relative to some other common approaches? Using the learning materials, treatments, and procedure of a dissertation by Sarwar (Doctoral Thesis, University of Ottawa, 2012) but adapted for this setting, over a three-week period Grade 10 students (n = 180) read one of three physics lesson texts each week, wrote a summary essay of it, and then immediately received one of three counterbalanced treatments including reflection with "GIKS," solving physics problems as multiple-choice questions, and viewing video information, and finally students rewrote the summary essay. All three treatments showed pre-to-post essay improvement in the central concepts subgraph structure that almost exactly matched the results obtained in the previous dissertation. "GIKS" with reflection obtained the largest improvement due to the largest increase in relevant links and the largest decrease for irrelevant links. The different treatments led to different knowledge structures in a regular way. These findings confirm those of Sarwar (2012) and support the use of "GIKS" as immediate focused formative feedback that supports summary writing in online settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01