ABSTRACT

Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments.

摘要

不同类型的社交互动环境可以促进知识建构。知识网络环境（KN）开发了一个以知识为中心的网络，可视化集体知识的结构。社交网络环境（SN）创建了一个以人为中心的网络，将人与人之间的社会关系可视化。考虑到知识与人的联系，本研究通过引入以知识和人为中心的网络的集成环境，即社会知识网络环境（SKN），推动对话向前发展。该研究旨在比较这三种类型的环境，并调查它们对协作知识构建过程和个人学习成果的影响。准实验结果表明，这三种环境对学习者的知识建构水平、顺序模式以及个人学习成果的影响存在差异。SN 中的学习者比其他环境中的学习者具有最高的社交互动率。KN 学习者比 SN 学习者具有更高的异中心阐述率。SKN 学习者比 KN 和 SN 学习者表现出更高水平的表面和精细应用、反思和知识构建成果。在三种环境中进一步讨论了社交互动的不同作用。KN 学习者比 SN 学习者具有更高的异中心阐述率。SKN 学习者比 KN 和 SN 学习者表现出更高水平的表面和精细应用、反思和知识构建成果。在三种环境中进一步讨论了社交互动的不同作用。KN 学习者比 SN 学习者具有更高的异中心阐述率。SKN 学习者比 KN 和 SN 学习者表现出更高水平的表面和精细应用、反思和知识构建成果。在三种环境中进一步讨论了社交互动的不同作用。