Sustained Idea Improvement: Validating a Conceptual Model for Knowledge Building in a Graduate Online Course.
Background: Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood. Objectives: This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 2; pp. 1 - 16 |
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| Autores principales: | , , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192476917&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192476917 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2026 vid: 42 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 192476917 192476917 192476917 10.1002/jcal.70211 192476917 ppf: 1 ppct: 15 formats: tig: atl: Sustained Idea Improvement: Validating a Conceptual Model for Knowledge Building in a Graduate Online Course. aug: au: Hong, Huang‐Yao Chen, Mei‐Ju Chang, Chih‐Hsuan affil: Department of Education, National Chengchi University, Taipei, Taiwan sug: subj: Models, Theoretical Evaluation Knowledge Skill Acquisition Education, Graduate Students, Graduate Online Education Curriculum Validity Critical Thinking Theses and Dissertations Human Multimethod Studies Student Assignments Student Performance Appraisal Funding Source Teachers Staff Development Taiwan Triangulation Coding Wilcoxon Signed Rank Test Spearman's Rank Correlation Coefficient Semi-Structured Interview Thematic Analysis Faculty Attitudes Evaluation ab: Background: Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood. Objectives: This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among graduate students in an online course aimed at developing their thesis proposals. Methods: Through mixed‐methods analysis of students' idea generation, online interactions and discourse patterns, the study examined knowledge‐building dynamics in an online environment. Results and Conclusions: Findings suggest that the model of sustained idea improvement is effective in terms of guiding students in productive discourse that fosters the development of promising ideas for their thesis proposals. During the course, students progressively shifted their discourse from shallow sharing‐oriented to in‐depth elaboration‐ and synthesis‐oriented moves, demonstrating an increasing capacity for deeper intellectual engagement. Guided by this model, the study underscores the importance of a balanced approach that incorporates dynamic discourse moves for effective knowledge building (KB) in graduate school education contexts. Key Point: This study examines how sustained idea improvement supports knowledge creation, a process that remains underexplored in knowledge‐building research.A conceptual model of sustained idea improvement is empirically validated in a graduate‐level online course designed to support thesis proposal development.Mixed‐methods analyses of idea generation, online interaction and discourse patterns reveal key dynamics of knowledge building in online learning environments.Findings indicate that the model effectively guides students' discourse from surface‐level sharing toward deeper elaboration and synthesis, fostering promising idea development and sustained intellectual engagement. pubtype: Academic Journal doctype: case study pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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