This study examined students' perceptions of classroom learning in a knowledge building environment. The participants were 48 college students in Taiwan, who participated in a course titled "Introduction to Natural Sciences/' The course was implemented based on knowledge building pedagogy. The online learning environment, Knowledge Forum, was employed to help engage students in collaborative knowledge building. A questionnaire (SPOCK) on the perceptions of classroom learning and knowledge building was employed to assess how viewed their learning activities in class. The findings indicated that the students involved in a knowledge-building environment perceived stronger student-centeredness for their classroom learning than those who were not involved in a knowledge-building class. Further analyses on stu studentsual change.
Proceedings of the 19th International Conference on Computers in Education, ICCE 2011