Gender and Collaborative Knowledge Building in an Online Community of Inquiry

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.

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Recommending collaboratively generated knowledge

Computer Science and Information Systems ◽

10.2298/csis111129017c ◽

2012 ◽

Vol 9 (2) ◽

pp. 871-892 ◽

Cited By ~ 5

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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A conceptualization of factors affecting collaborative knowledge building in online environments

Online Information Review ◽

10.1108/oir-02-2019-0046 ◽

2019 ◽

Vol 44 (1) ◽

pp. 62-89 ◽

Cited By ~ 2

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.

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