Prior Knowledge

Introduction Previous knowledge plays a pivotal role in every aspect of human life. Knowledge can be saved in various formats, such as images, functions, statistical patterns. All of these help to understand the environment. Using prior knowledge, human beings can concentrate attention, group information, group surrounding objects, estimate languages, understand, and generate inferences various kinds of information, including but not limited to It is possible to do activities (Smith & Kosslyn, 2007). During top-down processing, information processing is subject to prior knowledge.

Previous knowledge may be the most important element in new learning. This may be a major impediment to learning. A research-based strategy helps us activate the prior knowledge, assess whether the student's prior knowledge is appropriate, appropriate and accurate, and respond immediately when there is a problem

As we all know, personal advance knowledge is an important prerequisite for personal knowledge building and learning outcomes. Theoretical approach emphasizes the importance of the learner's prior knowledge when learning new teaching materials (see Weinert & Helmke, 1998), empirical research shows the influence of prior knowledge on individual learning outcomes ( For example, Kalyuga, Chandler & Sweller, 2001; Shapiro, 2004). In research on collaborative learning, individual prior knowledge often plays an important role in group composition (see Cohen, 1994), its influence as a prerequisite for collaborative knowledge building still tends to be overlooked. However, O'Donnell and Dansereau (2000) have studied the influence of previous knowledge on cooperation and show the influence in a joint scenario.

Influence of individual knowledge on collaborative knowledge construction and individual learning outcomes

Abstract; In this paper, I studied construction of joint knowledge in video conference. The main problem is how to predict how individual learning outcomes, in particular individual prior knowledge and collaborative knowledge building can influence individual learning outcomes. In this context, two scales are analyzed: previous knowledge and impact of educational support, collaborative scripting and content schemes, and collaborative knowledge building. Empirical research was conducted for 159 college students. Students collaborate in a group of three people in a video conference case study environment and are supported by leadership support measures. The results showed that the influence of collaborative knowledge building on individual learning outcomes was greater than previous individual knowledge.

Influence of individual knowledge on collaborative knowledge construction and individual learning outcomes