Collaborative Knowledge Construction in Online Learning Environment

2010 ◽  
pp. 190-212 ◽  
Author(s):  
Rikki Rimor ◽  
Yigal Rosen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Individual Learning ◽  
Learning Orientation ◽  
Google Docs ◽  
On Line ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

The current study is based on academic on-line course and examines the effectiveness of collaborative learning vs. individual learning. Fifty eight graduate students in the Open University participated in course entitled “From information to knowledge” collaborating in a Google Docs environment as their final task of the course. The purpose of the study was to examine whether students with a collaborative learning orientation differ from students with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The students’ contribution to the database was analyzed through personal and collective criteria of knowledge construction. The results showed differential achievements among learners with different learning orientations. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environments.

Individual and Socio-Cultural Framing of E-Learning

2014 ◽  
pp. 1-20
Author(s):  
Bernhard Ertl ◽  
Kathrin Helling
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cultural Perspective ◽  
Cultural Contexts ◽  
Design And Implementation ◽  
E Learning ◽  
Learning Scenarios ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

Lessons learned from the design of situated learning environments to support collaborative knowledge construction

2015 ◽  
Vol 87 ◽  
pp. 70-82 ◽  
Author(s):  
Mar Pérez-Sanagustín ◽  
Pedro J. Muñoz-Merino ◽  
Carlos Alario-Hoyos ◽  
Xavier Soldani ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Construction ◽  
Lessons Learned ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Collaborative Knowledge Construction in Virtual Learning Environments

2012 ◽  
pp. 1039-1059
Author(s):  
Kathrin Helling ◽  
Christian Petter
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Course Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Design And Implementation ◽  
Actual Design ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

Collaborative Knowledge Construction in Virtual Learning Environments

2010 ◽  
pp. 25-45 ◽  
Author(s):  
Kathrin Helling ◽  
Christian Petter
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Course Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Design And Implementation ◽  
Actual Design ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

Computer Support in E-Collaborative Learning-By-Doing Environments

2010 ◽  
pp. 1-24 ◽  
Author(s):  
Lin Qiu
Keyword(s):  
Collaborative Learning ◽  
Knowledge Construction ◽  
Learning By Doing ◽  
Computer Support ◽  
Web Based ◽  
Technological Support ◽  
Web Technologies ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

With the recent widespread use of computer and web technologies, web-based tools have been developed to mediate collaboration and facilitate knowledge construction. However, how to effectively design these tools to stimulate and maintain productive knowledge construction remains a challenge. This chapter describes a virtual learning-by-doing environment where students take the role of consultants to investigate the cause of recurring pipe corrosion in a paper processing company. We illustrate how the learning environment is designed to provide both pedagogical and technological support to collaborative knowledge construction. Our goal is to provide an example and offer guidance to professionals and educators who are interested building such virtual environments.

scholarly journals Need for cognitive closure as determinant for guidance in wiki-based learning

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cognitive Variables ◽  
Cognitive Closure ◽  
Positive Effects ◽  
Need For Cognitive Closure ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Underlying Processes ◽  
Collaborative Knowledge Construction

In wikis as collaborative knowledge construction environments for learning the outcome and its underlying processes can be considered on an individual as well as on a social system's level. In previous research, we could show that by implementing either supplemental implicit or explicit guidance focused on wiki discussions positive effects on the learner's side could be achieved. This study investigates what type of guidance implemented on the level of talk page discussions is beneficial dependent on the learner's degree of need for cognitive closure and if an interaction of these both factors produces larger positive effects on the individual learning processes and the resulting outcome. Therefore, we are conducting a 2 x 2 between-subjects design experimental study comparing four groups contrasting high vs low need for cognitive closure participants and implicit vs explicit guidance measures that we have positively evaluated in previous work. We expect to gather evidence that fostering learning processes in wiki-based settings making use of talk page discussions is highly dependent on individual cognitive variables interacting with the type of provided additional guidance.

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