Chunlin Li|Carol K. K. Chan
Developing metadiscourse through reflective assessment in knowledge building environments
Shanghai University of International Business and Economics|University of Hong Kong
study examined reflective assessment supported principles facilitated metadiscourse knowledge advances mediated knowledge forum kf participants 60 tertiary students two classes engaging knowledge building reflecting collaborative knowledge building using eportfolios one class principlebased knowledgebuilding environment kbp n 30 regular knowledgebuilding environment kbr n 30 kf embedded assessment tools analytical toolkit applet showed increased kf participation connectedness year regression analysis showed kf participation predicted conceptual understanding classes analyses eportfolios revealed students adopted nine reflective strategies knowledge building reflective metadiscourse strategies involving metacognitive collective processes related deeper conceptual understanding analyses online discourse threads showed metadiscourse involving collective processes associated higher levels knowledge advances classes showed improvement kbp class outperformed kbr class kf participation metadiscourse processes conceptual understanding study theoretical implications advancing idea metadiscourse discourse discourse enriching research knowledge building computersupported collaborative learning cscl also design implications using principlebased eportfolios facilitate collective reflection metadiscourse address issues fragmented online discussion promoting sustained inquiry