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.

The role of collaborative knowledge building in the co-creation of artifacts: influencing factors and propositions

2017 ◽  
Vol 21 (4) ◽  
pp. 779-795 ◽  
Author(s):  
Stefania Mariano ◽  
Yukika Awazu
Keyword(s):  
Knowledge Management ◽  
Quantitative Methods ◽  
Knowledge Building ◽  
Empirical Studies ◽  
Content Type ◽  
Qualitative And Quantitative Methods ◽  
Collaborative Knowledge Building ◽  
Organizational Rules ◽  
Collaborative Knowledge

Purpose This paper assesses the role of collaborative knowledge building in the co-creation of artifacts in the knowledge management field. Design/methodology/approach Fifty-eight papers published in six knowledge management-related journals were analyzed. The framework for analysis included 13 codes. Studies were analyzed using qualitative and quantitative methods. Findings Findings showed that several factors influenced the co-creation of artifacts in collaborative knowledge building. At the micro level, individual motivation, capabilities and reflexivity seemed to play a central role in co-creation processes. At the meso level, teamwork and shared understanding were identified as two key major factors. At the macro level, structural, behavioral and cognitive factors were identified; they included organizational rules and workplace setting, organizational culture and learning and memory. Managerial agency, characteristics of artifacts and knowledge brokers and boundary spanners also seemed to have an influence at the inter-organizational levels of analysis. Research limitations/implications This study has limitations related to scope of contribution, covered time span (17 years) and restrictions in journal subscriptions. Practical implications The study will help managers understand the intricacies of collaborative knowledge building practices to increase organizational overall effectiveness and performance. Originality/value This study is a first attempt to systematically assess the role of collaborative knowledge building in the co-creation of artifacts, and therefore, it represents a primary reference in the knowledge management field. It proposes some initial propositions that can guide future empirical studies.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2011 ◽  
pp. 1950-1960
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

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.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

2004 ◽  
pp. 242-261 ◽  
Author(s):  
Elsebeth Korsgaard Sorensen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Computer Supported Collaborative Learning ◽  
Online Collaborative Learning ◽  
Meta Level ◽  
Building Process ◽  
Starting Point ◽  
Collaborative Knowledge Building ◽  
Analytical Approaches ◽  
Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

Gender and Collaborative Knowledge Building in an Online Community of Inquiry

2010 ◽  
pp. 707-722 ◽  
Author(s):  
Constance E. Wanstreet ◽  
David S. Stein
Keyword(s):  
Online Community ◽  
Community Of Inquiry ◽  
Knowledge Building ◽  
Shared Understanding ◽  
Learning Context ◽  
Building Process ◽  
Group Members ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge ◽  
Group Member

This chapter addresses the implications of gender on participation, collaboration, and ultimately shared understanding and proposes a framework in which to examine collaborative knowledge building. Collaborative knowledge building depends more on the learning context and group member role than on gender exclusively. The collaborative knowledge-building process begins when group members become ready to participate by creating a welcoming climate, feeling emotionally and cognitively comfortable, and formulating initial thoughts on the discussion topic, among other activities. Connecting with one another to collaborate includes brainstorming, challenging perceptions, ensuring equality of voices, stretching their individual perspectives, and sharing experiences over time. Members achieve shared understanding by creating a new, joint perspective that emerges from their collective contributions.

Designing for and facilitating knowledge-building discourse in online courses

2020 ◽  
Vol 121 (7/8) ◽  
pp. 487-501
Author(s):  
Matthew Duvall ◽  
Anthony Matranga ◽  
Jason Silverman
Keyword(s):  
Online Courses ◽  
Knowledge Building ◽  
Building Design ◽  
Pedagogical Practices ◽  
Design Features ◽  
Content Type ◽  
Grouping Strategies ◽  
Show Evidence ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Purpose Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others’ ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues’ contributions – sharing, comparing and praising – rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and making metacognitive contributions to discussions. The purpose of this paper is to review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building by promoting generative interactional practices and particular patterns in interaction. Design/methodology/approach This conceptual paper presents pragmatic design and instructional guidelines for online course discussions. The purpose is to synthesize existing research and share a detailed framework for supporting generative discussion in asynchronous online work. Findings The authors review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building. Design features to promote generative discourse include using the asynchronous nature of online settings to have students work privately, share their work, discuss their work with the class and then revise; providing instructions/discussion criteria that scaffold knowledge building; and using appropriate digital tools that mediate interaction around content. The pedagogical practices that affect patterns of interaction include modeling generative discourse, promoting increased interactions by and between participants and using opportunistic grouping strategies. Originality/value The authors include examples from one of their existing online courses that include these design features and pedagogical practices and discuss results from their ongoing work regarding the generativity of learner interactions in this course.

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