A Novel Approach to Analyzing Collaborative Knowledge Building in Collaborative Learning

2016 ◽  
pp. 3-18 ◽  
Author(s):  
Lanqin Zheng
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Novel Approach ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

A conceptualization of factors affecting collaborative knowledge building in online environments

2019 ◽  
Vol 44 (1) ◽  
pp. 62-89 ◽  
Author(s):  
Samar Ghazal ◽  
Hosam Al-Samarraie ◽  
Bianca Wright
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Empirical Studies ◽  
Developed Countries ◽  
Bibliographic Databases ◽  
Learning Context ◽  
Content Type ◽  
Online Collaborative Learning ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

scholarly journals Design thinking and collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 107-116 ◽  
Author(s):  
Teemu Leinonen ◽  
Eva Durall-Gazulla
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Design Thinking ◽  
Knowledge Building ◽  
Wicked Problem ◽  
Research Results ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge ◽  
Future Learning ◽  
Aprendizaje Colaborativo

This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools. The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly research-based design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in researchbased design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful ap proach in CSCL research. El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. Se describen las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje auto-organizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.

Collaborative Knowledge Building using Microsoft SharePoint

2018 ◽  
Author(s):  
Ralph Buchal ◽  
Emmanuel Songsore
Keyword(s):  
Collaborative Learning ◽  
Engineering Students ◽  
Knowledge Building ◽  
Learning Platform ◽  
Group Projects ◽  
Computer Based ◽  
Learning Platforms ◽  
Collaborative Knowledge Building ◽  
Collaborative Activities ◽  
Collaborative Knowledge

An effective computer-based collaborative knowledge building platform must support collaborative activities such as articulating perspectives, debating alternative viewpoints, clarifying meanings, linking ideas, building consensus, and reflecting on learning. The current study reports findings of a qualitative study that was conducted to understand the effectiveness of Microsoft SharePoint as a collaboration platform for engineering students’ group projects. Students reported that SharePoint had most of the affordances they would desire in an ‘ideal’ collaborative learning platform. Students also perceived training and guidance in the use of SharePoint as important and integral to their success and overall experience of SharePoint. The study concludes with recommendations instructors who use group projects for assessments, including (1) the need to provide and encourage the use of well-integrated platforms, (2) the need to set explicit standards for providing peer feedback and (3) the need to provide guidance and support for students using collaborative learning platforms.

scholarly journals Recommending collaboratively generated knowledge

2012 ◽  
Vol 9 (2) ◽  
pp. 871-892 ◽  
Author(s):  
Weiqin Chen ◽  
Richard Persen
Keyword(s):  
Recommender System ◽  
Learning Process ◽  
Positive Feedback ◽  
Information Technologies ◽  
Knowledge Building ◽  
Learning Objects ◽  
Building Process ◽  
Collaborative Knowledge Building ◽  
New Challenges ◽  
Collaborative Knowledge

With the development and adoption of information technologies in education, learners become active producer of knowledge. There is an increasing amount of content generated by learners in their learning process. These emerging learning objects (ELOs) could potentially be valuable as learning resources as well as for assessment purpose. However, the potentials also give rise to new challenges for indexing, sharing, retrieval and recommendation of such learning objects. In this research we have developed a recommender system for emerging learning objects generated in a collaborative knowledge building process and studied the implications and added values of the recommendations. We conducted two evaluations with learners to assess and improve the system?s design and study the quality and effects of the recommendations. From the evaluations, we received generally positive feedback and the results confirm the added values of the recommendations for the knowledge building process.

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