Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19

Thomas Underwood; Hyejin Park; Jianwei Zhang

Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19

Thomas Underwood, Hyejin Park, Jianwei Zhang

Department of Education

SUNY Albany

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study draws on a learning ecologies framework to explore how the teachers and students in a Grade 5 knowledge building (KB) community co-constructed new learning spaces to sustain their science inquiry during COVID-19 school closures. Using an interactional ethnographic approach, we conducted detailed analysis of observation notes, videos of whole-class meetings, and students' online discourse. Our analysis indicated students showed sustained engagement in KB discourse during the school closures, which took place in new learning spaces co-constructed by the teachers and students. The co-construction of learning spaces involved replacing some of the critical classroom-based elements with new options, accommodating the limitations they faced while drawing on new opportunities for students to conduct inquiry in the broader world. Student KB was sustained by a learning culture and activity system formed around the principles of KB and use of relational resources.

Original language	English
Title of host publication	15th International Conference on Computer-Supported Collaborative Learning
Subtitle of host publication	International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022
Editors	Armin Weinberger, Wenli Chen, Davinia Hernandez-Leo, Bodong Chen
Publisher	International Society of the Learning Sciences (ISLS)
Pages	211-218
Number of pages	8
ISBN (Electronic)	9781737330646
State	Published - 2022
Event	15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022 - Hiroshima, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	2022-June
ISSN (Print)	1573-4552

Conference

Conference	15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Country/Territory	Japan
City	Hiroshima
Period	6/06/22 → 10/06/22

Cite this

Underwood, T., Park, H., & Zhang, J. (2022). Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19. In A. Weinberger, W. Chen, D. Hernandez-Leo, & B. Chen (Eds.), 15th International Conference on Computer-Supported Collaborative Learning: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022 (pp. 211-218). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2022-June). International Society of the Learning Sciences (ISLS).

Underwood, Thomas ; Park, Hyejin ; Zhang, Jianwei. / Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19. 15th International Conference on Computer-Supported Collaborative Learning: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022. editor / Armin Weinberger ; Wenli Chen ; Davinia Hernandez-Leo ; Bodong Chen. International Society of the Learning Sciences (ISLS), 2022. pp. 211-218 (Computer-Supported Collaborative Learning Conference, CSCL).

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title = "Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19",

abstract = "This study draws on a learning ecologies framework to explore how the teachers and students in a Grade 5 knowledge building (KB) community co-constructed new learning spaces to sustain their science inquiry during COVID-19 school closures. Using an interactional ethnographic approach, we conducted detailed analysis of observation notes, videos of whole-class meetings, and students' online discourse. Our analysis indicated students showed sustained engagement in KB discourse during the school closures, which took place in new learning spaces co-constructed by the teachers and students. The co-construction of learning spaces involved replacing some of the critical classroom-based elements with new options, accommodating the limitations they faced while drawing on new opportunities for students to conduct inquiry in the broader world. Student KB was sustained by a learning culture and activity system formed around the principles of KB and use of relational resources.",

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Underwood, T, Park, H & Zhang, J 2022, Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19. in A Weinberger, W Chen, D Hernandez-Leo & B Chen (eds), 15th International Conference on Computer-Supported Collaborative Learning: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022. Computer-Supported Collaborative Learning Conference, CSCL, vol. 2022-June, International Society of the Learning Sciences (ISLS), pp. 211-218, 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022, Hiroshima, Japan, 6/06/22.

Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19. / Underwood, Thomas; Park, Hyejin; Zhang, Jianwei.
15th International Conference on Computer-Supported Collaborative Learning: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022. ed. / Armin Weinberger; Wenli Chen; Davinia Hernandez-Leo; Bodong Chen. International Society of the Learning Sciences (ISLS), 2022. p. 211-218 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2022-June).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - This study draws on a learning ecologies framework to explore how the teachers and students in a Grade 5 knowledge building (KB) community co-constructed new learning spaces to sustain their science inquiry during COVID-19 school closures. Using an interactional ethnographic approach, we conducted detailed analysis of observation notes, videos of whole-class meetings, and students' online discourse. Our analysis indicated students showed sustained engagement in KB discourse during the school closures, which took place in new learning spaces co-constructed by the teachers and students. The co-construction of learning spaces involved replacing some of the critical classroom-based elements with new options, accommodating the limitations they faced while drawing on new opportunities for students to conduct inquiry in the broader world. Student KB was sustained by a learning culture and activity system formed around the principles of KB and use of relational resources.

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Underwood T, Park H, Zhang J. Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19. In Weinberger A, Chen W, Hernandez-Leo D, Chen B, editors, 15th International Conference on Computer-Supported Collaborative Learning: International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices, CSCL 2022 - Proceedings, part of the 2nd Annual Meeting of the International Society of the Learning Sciences, ISLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 211-218. (Computer-Supported Collaborative Learning Conference, CSCL).

Co-construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19

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