Cardoz, Joshua

Virtual Building towards Community Understanding: How Teachers and Students inform the use and betterment Knowledge Forum and Knowledge eCommons within a classroom setting.

Keywords: Educational Technology, Knowledge Building, Knowledge Forum, Knowledge eCommons

Abstract

In light of the dedicated work by Scardamalia, Bereiter, and Hewitt in regard to the area of Knowledge Building, this research study is situated in the practice of knowledge building communities and the body of theory that exists on how such online environments can help foster lifelong learners. For the purpose this study, I examined the use of two knowledge building online environments, Knowledge Forum and Knowledge eCommons, as part of an evaluative study to examine the use, functionality, and effectiveness of these online environments, within the classroom. Participants in this study involved three teachers whom were interviewed, and those grade six students within the school who chose to participate in an anonymous survey. All data was collected in the aid of answering one central question: How do students and teachers use Knowledge eCommons and Knowledge Forum, and what can we learn from them that will better improve these Knowledge Building online environments? Initial findings from this study reveal that teachers interviewed created a distinction between a linear and non-linear structure when distinguishing between the two Knowledge Building environments. Furthermore, their preference as a learner led to whether or not they preferred Knowledge Forum (considered less linear) or Knowledge eCommons (considered more linear).

Acknowledgements

This project is dedicated to those who have helped me in my academic journey to this date. The knowledge and experience that I gained through these individuals have helped me realized my own potential, both as a scholar and educator. I would like to personally thank Dr. Jim Hewitt, whose guidance steered me on the right path towards this whole study. I would also like to thank all those participants, teachers and students, who made this study possible, as well as the school itself in which this study took place. Finally, I wish to thank the faculty and students of the Master of Teaching program for their unwavering support of my growth as an educator.