An article from joint research project between the members of Digital Library and Distance Learning (DL2) Lab, Faculty of Computer Science Universitas Indonesia and Learning Engineering Lab, Hiroshima University has been published in Online Learning (OLJ). OLJ is one of the top journals in the field of educational technologies. According to its website, "OLJ is indexed in the Web of Science (ESCI) with a Journal Citation Indicator of 2.08 ranking it as a Q1 journal above the 90th percentile for all journals in the field of Education. OLJ's Scopus citescore is 7.5 for 2023, ranking it in the 92nd percentile of all journals in Education in Scopus. OLJ is also ranked among the top 3% of all open-access journals in the field of Education."
Title
Fostering Higher-Level Inquiry in Online Asynchronous Discussion with Kit-Build Concept Mapping: A Case in Learning Linear Algebra
Authors
- Lintang Matahari Hasani (Graduate School of Advanced Science and Engineering, Hiroshima University; https://orcid.org/0000-0003-4850-1552)
- Kasiyah Junus (Faculty of Computer Science, Universitas Indonesia)
- Lia Sadita (Research Center for Data and Information Sciences, National Research and Innovation Agency/BRIN)
- Tsukasa Hirashima (Graduate School of Advanced Science and Engineering, Hiroshima University)
- Yusuke Hayashi (Graduate School of Advanced Science and Engineering, Hiroshima University)
Abstract
Online collaborative learning (OCL) based on the community of inquiry (CoI) framework is often implemented in the form of an online discussion activity for teaching subjects that require learners to revise their understandings and invent ways to solve problems. However, implementing OCL is challenging due to the difficulty of fostering higher-level inquiry stages. Such an issue could hinder the effectiveness of the discussion and might lead to low participation. Prior studies on OCL showed that facilitation strategies are insufficient for fostering higher-level inquiry stages. There is a need for an alternative strategy that could complement the existing approaches. Providing a preparatory activity that increases engagement with learning contents related to the discussion topic through a kit-build concept mapping (KBCM) activity could enable the participants to engage in a productive discussion by increasing their awareness of discussion-related concepts and their relationship. Such an activity may help the participants progress through the inquiry stages. This study aims to propose a preparatory activity for organizing knowledge using KBCM to support learners in advancing through practical inquiry stages during the discussion. In this article, we report the implementation of the proposed method in an online discussion about linear algebra. The results show that participants who did KBCM showed a higher rate of triggering event, exploration, and integration compared to those who did summary writing. Therefore, KBCM has the potential to help learners progress through inquiry stages in a more productive way up until integration compared to the traditional method of writing a structured summary.