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A model of collaborative knowledge-building
Abstract
This paper presents a model of learning as a social process incorporating multiple distinguishable phases that constitute a cycle of personal and social knowledge-building. It explicitly considers the relationship of processes associated with individual minds to those considered to be socio-cultural. This model of collaborative knowledge-building incorporates insights from various theories of understanding and learning in hopes of providing a useful conceptual framework for the design of CSCL software, specifically collaborative knowledge- building environments (KBEs). By naming a set of cognitive and social processes, it suggests areas for computer support, including a set of specific illustrative KBE components.
... Collaborative knowledge construction is a multifaceted process, influenced by various factors (Hmelo-Silver, 2003). From the cognitive perspective, individual cognitive resources interact and combine to create collaborative knowledge (Cress & Kimmerle, 2008;Schwarz et al., 2003;Stahl, 2000). For example, in the field of computer-supported collaborative learning, many researchers have described how individual cognitive resources develop into collaborative knowledge (Hmelo-Silver, 2003;Stahl, 2000). ...
... From the cognitive perspective, individual cognitive resources interact and combine to create collaborative knowledge (Cress & Kimmerle, 2008;Schwarz et al., 2003;Stahl, 2000). For example, in the field of computer-supported collaborative learning, many researchers have described how individual cognitive resources develop into collaborative knowledge (Hmelo-Silver, 2003;Stahl, 2000). ...
... Table 3 shows each code of the DGA pattern and examples from group interactions in collaborative drawing. In generating ideas collaboratively, students should share diverse ideas and create a consensus about these ideas (Stahl, 2000). In discourse analysis of collaborative drawing, every discourse needs to be understood together with the context of the discourse. ...
Background: To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th grade students’ group drawings contributed to increased levels of explanations of their drawings about sound transmission.
Methods: We analyzed two cases of group drawing processes, that showed a large difference in the explanatory levels in their drawings, to find discourse patterns and visualized these patterns through discourse maps in relation to the progressions of drawing.
Findings: In the first case, the students successfully co-constructed sound transmission drawings following Demand-Give-Acknowledge patterns. The students continuously questioned how to visualize particles’ vibration, used multimodal resources to generate alternative drawings, and determined most scientific drawings. In the second case, the students did not reach consensus on how to visualize particles’ vibrations, following repetitive patterns of Give-Refute. While the teacher intervened and mediated student’s conflicting ideas, the students did not generate any alternative ideas.
Contribution: This study illustrates in close detail how the process of multimodal transactive discussion contributed to conceptual understanding during collaborative drawings. The discourse map may be instrumental to analyse students’ collaboration systematically and devise pedagogical approaches.
... Collaborative learning theory has roots in the works of Vygotsky focusing on the social interactions between learners and teachers as well as the mutual exploration of a subject. The definition of "collaborative learning" provided by Dillenbourg is "a situation in which two or more people learn or attempt to learn something together" [14]. With "learn" emphasizing the attendance or participation of a learning activity or course, and "together" identifying various types of social interactions, such as face-to-face, computer-aided or joint achievement in which two or more people engage. ...
... A Systematic Mapping Study Almaas A. Ali, Georgios A. Dafoulas, and Juan Carlos Augusto R interaction being an important aspect of collaborative learning, it is important that groups work towards a common goal and interaction of group members is encouraged. This suggests that the success of one student often depends on other students [14]. Various technologies from web, mobile, and multisensorial media to intelligent and mixed reality environments have been incorporated and applied to support the interaction between the members and to enhance the process of reaching the common goal [14]. ...
... This suggests that the success of one student often depends on other students [14]. Various technologies from web, mobile, and multisensorial media to intelligent and mixed reality environments have been incorporated and applied to support the interaction between the members and to enhance the process of reaching the common goal [14]. Examples of early uses of virtual environments for collaboration are in the form of Three-Dimensional Virtual Learning Environments (3-D VLE), which include a software system simulating physical movements and objects, as well as Three-Dimensional Virtual Worlds (3-D VW), a persistent virtual world, such as Second Life. ...
In this paper, we report findings from a systematic mapping study, conducted to review the existing literature on collaborative educational environments incorporating mixed reality technologies. There is increasing interest in mixed reality technologies in education, especially with the introduction of new OverHead Mounted Displays (OHMDs), such as HoloLensTM, Oculus RiftTM and HTC ViveTM. with the consideration of areas such as education, dynamic technology and complex environments, a research area is identified. We carried out an extensive review of the literature from 2007 to 2017, and conducted an analysis of the works on mixed reality technologies and its sub categories applied to collaborative education environments. Results highlighted the lack of research across the mixed reality spectrum, especially in the augmented virtuality sub category, as well as technical limitations such as response time in the development of mixed reality technologies for collaborative environments. Furthermore, the difficulty of teaching professionals to replicate mixed reality experiments in real environments, due to the technical skills required, was identified. The main contribution of this article is the discussion of the current works with visualisation of the present state of the area, which is aimed to encourage educators to develop mixed reality artefacts and conduct further research to support collaborative educational environments.
*Accepted for publication in the IEEE Transactions on Learning Technologies.
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... Consequently, acting as members of a KB community, students constructively use authoritative information (Scardamalia & Bereiter, 2006) and take collective responsibility for improving their ideas (Bereiter & Scardamalia, 2014). They acquire and apply knowledge and improve their personal understanding throughout their contribution to collective knowledge (Collins & Deek, 2014;Khanlari et al., 2018;Lee, 2015;Stahl, 2000) Researchers have proposed different approaches for computer-supported KB. To support explicit and tacit KB, learning environments need to facilitate interactions between teachers and learners (Zervas, Alifragkis, & Sampson, 2014), provide functionalities for social assessment and recommendation (Sampson & Zervas, 2013), and allow learners to manage both tacit and explicit knowledge content (Islam, Kunifuji, Miura, & Hayama, 2011). ...
... KB as an educational approach, generally referred as collaborative KB, supports both personal understanding and social KB, which considers the relationship of processes associated with individual minds alongside those considered to be socio-cultural (Stahl, 2000). Collaborative KB enables each student to acquire and apply his/her required knowledge as a contribution to a knowledge portal or repository (Collins & Deek, 2014). ...
... This approach is completely adapted to an educational context and therefore can cover more learning goals. To realise the recommendations made by the researchers in the field (Bereiter & Scardamalia, 2014;Collins & Deek, 2014;Scardamalia & Bereiter, 2006;Scardamalia & Bereiter, 2014;Stahl, 2000), the proposed blended KB approach involves students in social KB processes and helps them assume collective responsibility for improving their ideas. . Practically speaking, DoosMooc social learning environment provides features required for KB within formal courses and meets a significant number of the requirements previously numerated for using web-based learning environments as KB environments (Islam et al., 2011;Sampson & Zervas, 2013;Scardamalia et al., 2012;Shamizanjani, Mohammadraei Naeini, & Nouri, 2013). ...
In the new “open world” of information, educational systems should involve students in constructing new knowledge of value to a community out of fragmentary information. The already proposed Knowledge Building (KB) approaches typically support only a few general-purpose activities due to the constraints of the utilised web-based environments. To organise and facilitate students’ KB during course activities, this study incorporated services provided by DoosMooc social learning environment into a knowledge transformation model. This approach is completely adapted to an educational context and allows time for iterations, helping students to both contribute to social KB processes and take collective responsibility for improving their understanding of authentic problems. The features provided by the introduced environment support and assess students’ KB activities and facilitate processes of creating, representing, organising, and reviewing different types of knowledge artefacts. The results of a semester-long experiment indicate that the approach and the corresponding instructional design thereof could successfully organise students’ KB activities and facilitate the required interactions. This study reports the impacts of parameters such as learner expertise and quality of shared knowledge on the planned KB processes, and investigates the relationships between students' KB activities and learning achievements.
... Through communication and interaction with others in the group, learners exchange information to achieve the goal of knowledge sharing. As Stahl (2000) noted, the interaction among learners serves as an essential pathway for knowledge building. ...
... From a socio-cultural perspective, learning is inherently social and situated; deep learning and meaningful knowledge construction arise through interpersonal relationships and social activities (Barab et al., 2001;Palincsar, 1998). Knowledge construction is a cognitive process that develops through interaction between the knower and the known, rather than being confined to individual minds (Stahl, 2000;van Aalst, 2009). Knowledge-building theory posits that ideas are improved through collaborative and equitable discourse within a community (Scardamalia & Bereiter, 2014). ...
Based on knowledge-building theory, this study examines the impact of interactive behaviors on the depth of opinions within knowledge-building learning communities. Focusing on a third-grade Chinese language class in Xinjiang, China, this manuscript per the authors developed and validated coding systems for interactive behaviors and opinion depth through classroom observations and content analysis of students' artifacts. These tools were applied to analyze interactions and opinion depth in the community. Correlation and regression analyses, complemented by interview results, reveal how specific interactive behaviors significantly influence the depth of students' opinions. This research clarifies the current state of interactions and deepens our understanding of effective learning environments that promote deeper perspectives among learners.
... Existing research underscores the role of knowledge sharing as an effective means to enhance both individual and collective knowledge in accident prevention [11], [12], yet studies on how to promote the intention and behavior to share knowledge are limited. Current research on knowledge-sharing behavior primarily focuses on three streams: the first examines the use of advanced technologies such as AI and blockchain to capture, process, and disseminate knowledge, highlighting their importance in identifying and preventing safety incidents but often overlooking the proactive, experience-based responses of construction professionals and the transmission of tacit knowledge that is difficult to structure through AI. ...
... The high accident rate in construction is primarily attributed to workers' lack of safety knowledge, making it crucial to explore how social networks can assist in the dissemination of this knowledge and potentially curb the accident rate [69]. Stahl's model [12], which postulates that knowledge can be constructed through personal and collaborative learning cycles, suggests that knowledge gleaned from social networks can be transformed into explicit knowledge applied in various areas, such as work statements, accident analysis, and hazard identification. ...
Despite the construction engineering industry's efforts in training and safety through government and organizational investments, high accident rates persist, highlighting the need for improved construction safety management. Research has begun to focus on knowledge management using AI and internal organizational sharing, but the use of online social media for cross-organizational sharing remains underexplored. Our study delves into the role of social media in disseminating construction safety knowledge and the motivations behind this sharing. Employing the social cognitive model, we identified five key factors impacting online knowledge sharing: community identity, social awareness, knowledge sharing self-efficacy, altruism, and the intention to share knowledge. We gathered quantitative data through a survey with 741 valid responses, which revealed that community identity significantly boosts knowledge sharing self-efficacy and social awareness, and that self-efficacy, altruism, and the desire to share are strong predictors of knowledge sharing behavior. The study enriches the theoretical framework of knowledge sharing by offering new insights into the roles of social influence and altruism in knowledge-sharing behaviors. Practically, it advises construction industry professionals on strategies to promote knowledge sharing, especially on how to leverage online platforms and communities to improve the dissemination and uptake of safety knowledge.
... In addition, prior studies have revealed that collaborative knowledge building, coregulation behaviours, and group performance are vital for successful collaborative learning Järvenoja et al., 2020). In collaborative knowledge building, defined as social interaction processes through which learners co-construct knowledge and form shared knowledge (Stahl, 2000), students need to engage in co-regulation, which is conceptualized as a dynamic regulatory process in which participants internalize social and cultural influences (Volet et al., 2009), in order to achieve desirable group performance that can be reflected by the quality and quantity of group artefacts created by group members (Weldon & Weingart, 1993). However, it was found that learners have difficulties in co-constructing knowledge and coregulating the collaborative process (Shin et al., 2018;Yuan & Zhang, 2019). ...
... Online collaborative learning involves learners who are physically isolated to learn together to complete learning tasks and improve problem-solving abilities (Reeves et al., 2004). Collaborative knowledge building, coregulation, and group performance are cornerstones for successful online collaborative learning (Järvenoja et al., 2020;Stahl, 2000). ...
Online collaborative learning has been broadly applied in higher education. However, learners face many challenges in collaborating with one another and coregulating their learning, leading to low group performance. To address the gaps, this study proposed an artificial intelligence (AI)-enabled feedback and feedforward approach that not only provide feedback but also offer recommendations for future actions to support online collaborative learning. In total, 153 college students participated in this study, and they were divided into three conditions. Fifty-one students conducted online collaborative learning with the AI-enabled feedback and feedforward approach, another 51 students carried out online collaborative learning with the AI-enabled feedback approach, and the remaining 51 students participated in traditional online collaborative learning without either type of support. The results indicated that the AI-enabled feedback and feedforward approach could significantly boost the level of collaborative knowledge building, coregulated behaviours, and group performance. Research and practical implications of the findings are discussed in depth.
... In this identity construction process, students use practices such as drawing on personal experiences and using informal language to make sense of the new community they are entering (Chang & Sperling, 2014). Stahl (2000), who grounded the socialization process in a social epistemology, stated that individuals generate personal beliefs from their own perspectives, but they do so on the basis of sociocultural knowledge, shared language and external representations. These beliefs become knowledge through social interaction, communication, discussion, clarification and negotiation. ...
... These beliefs become knowledge through social interaction, communication, discussion, clarification and negotiation. Knowledge is therefore an inherently socially mediated product (Stahl, 2000). ...
... As developing a TMM occurs by communication among team members (Stahl 2000) over time, any such research should take account of time-related dynamics (Mohammed et al. 2010), focusing on the temporal emergence of TMM through a high level of engagement in TLBs at the beginning of teamwork. However, there remains a lack of longitudinal studies that capture the effect of previous TLBs on future TMM (Dao et al. 2017; Vangrieken et al. 2016). ...
... The first step in developing a shared understanding of a task is to share relevant individual knowledge and interpretations based on team members' experiences (Stahl 2000). By reflecting on these individual interpretations and ideas, the team can begin to understand different perspectives in moving towards a common understanding. ...
Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to get a deeper understanding of meaningful team learning and team mental models in educational contexts, by analysing the effect of team learning behaviours (TLBs) on the development of task-related team mental model (Task-TMM) and team performance. A three-wave longitudinal survey was conducted among interdisciplinary vocational teacher teams (N = 66 teams with 276 team members). TLBs and team performance were measured by validated scales. Task-TMM was measured by an open question about the work tasks of the teams to achieve its goals. The answers were evaluated by content analysis and categorised according to their semantic similarity. Path modelling of the data shows that TLBs have a positive effect on developing Task-TMM and on team performance in terms of effectiveness, efficiency and innovativeness. Task-TMM has a positive effect on effectiveness but not on efficiency or innovativeness. The results provide insights into how teachers’ team performance can be fostered, such as by fostering TLBs creating a learning environment where team members depend on each other to accomplish their work tasks. Especially the longitudinal design and the type of analysis of Task-TMM provides new and deep insights into the relationship between TLBs, Task-TMM and team performance. Through the qualitative approach investigating Task-TMM the study also provides insight into the work tasks of teams in detail.
... From the perspective of a social cultural approach, learning is embedded in a socio-cultural process of knowledge integration that takes place in a collaborative learning environment (Pea 1993;Scardamalia and Bereiter 1996). Stahl (2000) further explained, ''knowledge is a socially mediated product'' through ''social interaction, communication, discussion, clarification and negotiation'' (Stahl 2000, Cycle of Social Knowledge-Building section, para. 3). ...
... From the perspective of a social cultural approach, learning is embedded in a socio-cultural process of knowledge integration that takes place in a collaborative learning environment (Pea 1993;Scardamalia and Bereiter 1996). Stahl (2000) further explained, ''knowledge is a socially mediated product'' through ''social interaction, communication, discussion, clarification and negotiation'' (Stahl 2000, Cycle of Social Knowledge-Building section, para. 3). ...
Student-generated tagclouds provided an intuitive overview of a group of learners’ collective knowledge. Although such tagclouds may have the potential to be used as effective learning tools, it has not been clear how students use this tool for knowledge construction. In this paper, we report a two-stage study that investigated college students’ experiences of using tagclouds for developing their domain knowledge, culminating in individual concept maps and research papers. Based on the results of the qualitative analyses of students’ reflections from the first stage, an intervention was introduced: group discussions on tagclouds generated from different groups. The result of Study Stage II showed that group discussions highlighted the utility of the tagclouds. Treatment group participants were more likely to use tagclouds as metacognitive strategies for planning, searching, retrieving, and organizing their learning. The two-stage study also underscored the importance of collecting students’ reflections earlier in the learning process when introducing a new technology tool to promote learning.
... As one of the core competencies in the twenty-first century, collaboration skills are critical in both education and workforce situations (OECD, 2005). Collaborative learning is a learning method in which group members initiate social cognitive processes through common activities, which is a cycle of individual and social knowledge construction (Stahl, 2000). Among many collaborative learning activities, collaborative problem solving has been widely shown to stimulate learners' autonomy and sociality in knowledge construction and to cultivate learners' higher-order thinking and teamwork abilities (Rojas et al., 2022;Rosen et al., 2022). ...
... The sharing of individual members' tacit knowledge (using practice examples) and internalizing of both well-known and newly acquired knowledge (with references to the work of specific authors in the field of supervision) facilitated collective reflective thinking and resulted in the participants' readiness for knowledge construction and collaborative knowledge building (Singh et al., 2007). These synergistic moments of grounding terminology, theories and perspectives on SOSp by developing a shared language were a vital part of the group work as each group worked towards developing SOSp from its specific perspective (Stahl, 2000). ...
This article reflects upon an international collaboration between supervision experts from South Africa, Hong Kong and New Zealand with the Singapore Association of Social Workers. This collaboration was focused on developing the supervision of supervisory practice. An overview of social work supervision in Singapore is discussed, followed by the process of developing the programme content, delivering training and providing consultation on creating a curriculum. The outcomes include supervision guidelines, curriculum development and further cross-national collaborations. The article concludes by discussing the learning from this international collaboration.
... The COI model is based on three elements: cognitive presence, social presence and teaching presence (Garrison et al., 1999), corresponding to students' awareness of idea relations, their social distance and teachers' intervention in this research, which provide insights into the strategy design for opportunistic collaboration. In addition, Stahl's (2000) model of collaborative knowledge building also provides ideas for opportunistic collaboration. Stahl's model is a social process model of learning that includes several distinct phases that make up a cycle of personal, small group and community knowledge building (Henderikx et al., 2023). ...
Carrying out opportunistic collaboration, a method of flexible collaboration centering around ideas and free collaboration structures, is important in knowledge creation organizations, especially for knowledge-building community formation. However, fixed-group collaboration is still widely employed in educational practice, hindering the development of students’ knowledge creation activities. In this design-based study, we created and applied distance-shortening strategies, which are strategies for shortening students’ physical distance and idea distance, to support their opportunistic collaboration. The participants were 24 master’s degree students who took a required one-semester course titled Learning Sciences in Knowledge-Building Environments that included online and offline activities. Data included (1) records of students’ online activities; (2) video clips of students’ offline activities; and (3) the content of students’ online notes. Social network analysis, video analysis and content analysis were applied. The findings revealed that with distance-shortening strategies for constructing community knowledge and collective responsibility, the students were able to overcome the barriers of a fixed group and engage in opportunistic collaboration. Implications for principle-based and design-oriented knowledge-building activities and approaches to fostering knowledge creation are discussed.
... It takes place through sustained interaction and negotiation activities aiming to create new knowledge through work on shared KOs (Damşa et al., 2010;Paavola & Hakkarainen, 2005), and via KPs (Knorr Cetina, 2001). IDL can also be seen as a social process that incorporates multiple distinguishable phases that constitute a cycle of personal and social knowledge building (Stahl, 2000). Furthermore, we interpret the complexity of IDL considering co-configuration work involving collective, nonlinear learning, and embedded in "transformations, upheavals, innovations, implementations and movements" (Engeström, 2004, p. 16). ...
... Collaborative knowledge construction refers to a socio-cognitive process in which individual knowledge is made available to others (externalized) and collaboratively negotiated. An essential element in this process is consensus building, typically enabled by an initial dissonance of ideas within the group, integration of these ideas, and subsequent co-construction of knowledge available in the group as a whole (Fischer et al., 2002;Gunawardena et al., 1997;Hmelo-Silver, 2003;Stahl, 2000). ...
Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n=44) exhibited significantly more knowledge construction (t(89)=1.94, p=.029, d=0.41) than the control group (n=47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: 1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and 2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes - complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures.
... Although many studies use three dimensions of student engagement-affective/emotional, cognitive, and behavioral (e.g., Fredricks et al., 2004)we contend that social engagement plays an important role in student learning (Bergdahl, 2020;Bergdahl, 2022c, Bergdahl & Hietajärvi, 2022. Individual learning can be reflected using behavioral, cognitive, and emotional engagement, however, there is both individual and social knowledge-building (Stahl, 2006), as "social interaction provides essential cognitive resources for human cognitive accomplishment" (Paavlova et al., 2004, p. 546). As shown above, the MMGT study (Bergdahl, 2022c) identified quite other combinations of engagement co-occurring for highly engaged students. ...
Engaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
... In this case, the interaction fills two purposes: it is relationship building, and the dialogue instigates learning. While Stahl (2006) proposes that learning is dialectic and that there is a relationship between individual and social knowledge-building, general social engagement may not always be directed toward learning and may thus not be cognitively challenging or promote learning (Lu, & Churchill, 2014). ...
A growing interest has been directed toward including a fourth dimension in the engagement construct: the social dimension. The aim of this study is twofold: first, to explore how teachers talk about the social dimension of student engagement in online learning, and second, to explore the possibilities of using computational methods for interview data analysis. A longitudinal intervention (interview-diary-interview) was conducted with teachers (n=24) who actively teach online classes in hybrid, remote, and distance modes of delivery. Natural language processing methods, more specifically topic modelling, were used to extract and analyse topics discussed in the data. Analysis of topic overlap and distinctions were made. Key results reveal that co-creation and shared cognition are core concepts when teachers talk about social engagement. However, results also show that individual engagement is critical for social engagement, but teacher-student interaction can potentially be viewed as a separate component. Interestingly, the teachers' talk reflected phases in learning such as process and product-based focuses as the intervention continued. Following the results, we suggest that computational methods can be combined with traditional (human) analysis to contribute to a richer and more nuanced understanding of abstract topics. Understanding social engagement may inform theory development and is vital for researchers, practitioners, and decision-makers.
... Although many studies use three dimensions of student engagement-affective/emotional, cognitive, and behavioral (e.g., Fredricks et al., 2004)we contend that social engagement plays an important role in student learning (Bergdahl, 2020;Bergdahl, 2022c, Bergdahl & Hietajärvi, 2022. Individual learning can be reflected using behavioral, cognitive, and emotional engagement, however, there is both individual and social knowledge-building (Stahl, 2006), as "social interaction provides essential cognitive resources for human cognitive accomplishment" (Paavlova et al., 2004, p. 546). As shown above, the MMGT study (Bergdahl, 2022c) identified quite other combinations of engagement co-occurring for highly engaged students. ...
Engaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
... Brown (1992, in Bielaczyc & Collins, 1999 considers that the learning community extends not only horizontally across a classroom, but vertically across grades, which makes it possible for learning topics to be revisited at increasing levels of disciplinary sophistication. In his study for a model of Collaborative Knowledge-Building, Stahl (2000) uses a somewhat horizontal-vertical structured diagram to depict how personal beliefs that we become aware of in our activity in the world can be articulated in language and enter into a mysterious social process of interaction with other people and with our shared culture. This culture, in turn, enters into our personal understanding, shaping it with ways of thinking, motivational concerns and diverse influences. ...
The present study aims at giving a graphical representation of the movements of motives of consciousness in Leontyev’s Activity Theory. In addition, related works concerning “vertical” and “horizontal” in the area of cultural historical activity theory are presented along with demonstrating Leontyev's conceptual distinctions, in a multimodal way, including pastoral psychology and technology. Finally, the last part suggests answers to Vygotsky’s and Leontyev’s fundamental questions.
... However, these conditions do not ensure the occurrence of PDE pattern if there were insufficient affective and social grounds among group members to make a consensus. These sociocultural conditions are necessary because group work requires some common grounds to be established so that students can make progress in terms of sharing their perspectives and generating joint ideas for development (Edwards & Mercer, 1987;Stahl, 2000). In our study with students in this classroom, we were fortunate that the students were positive learners adaptable for collaborative work. ...
The use of group drawing to promote student‐generated representation is a common instructional strategy as it combines the benefits of using visual representation and collaborative talk. Although the affordances of group drawing have increasingly been emphasized in science education, few studies have investigated how drawing as a visual mode interacts with group discourse as a verbal mode as well as how that interaction facilitates the development of students' collective ideas. Informed by theories in classroom discourse and multimodality, this paper examines the interaction process between a verbal and visual mode of representation as groups of students engaged in collaborative drawing during guided science inquiry lessons. On the basis of the analysis of data from a science class that adopted group drawing, we found and documented a recurring pattern, Plan‐Draw‐Evaluate or PDE pattern, in how the interaction between the verbal and visual modes occurred during collaborative drawing. This PDE pattern consisted of a triad of moves that alternate between the two modes and fulfilled various discursive purposes, such as suggesting, requesting, recording, visualizing, elaborating, agreeing, and rejecting. The PDE pattern provided a basic social structure that facilitated the collaboration and progression of students' ideas. With illustrations of PDE patterns and its variations, we argue that the PDE pattern provides an insight into the dynamic organization of interactions involved in group drawing that takes into consideration the multimodal affordances of verbal and visual modes of representation and the progression of ideas developed through collaborative discourse.
... Firstly, teachers provide an open and sharing visual collaboration environment for students. Saahl regards sharing as the first step of collaborative knowledge construction [16]. The sharing and visualization of knowledge help to externalize the group's knowledge representation (individual and collective), thereby enabling students to develop their common goals and understanding of the co-regulation [3]. ...
With the continuous advancement of education
reform, collaborative learning has become an important way of
learning. The occurrence of in-depth collaborative learning is
inseparable from the effective regulation of learning. However,
few studies focus on the co-regulation between peers. Based on
this, the article explores the general conditions for the
occurrence of co-regulation from the perspective of social
cognitive theory and uses the crowdsourcing knowledge
construction environment as the inducing condition. It aims to
explore the correlation between co-regulated strategies and the
effect of deep learning. The results show that crowdsourcing
knowledge construction can effectively promote the occurrence
of co-regulation. There is a clear and positive correlation
between co-regulated strategies and knowledge construction
behaviors, especially between reflective strategies and in-depth
knowledge construction behaviors. Finally, the article provides
three suggestions on how to promote the occurrence of coregulation.
... A useful knowledge generation framework and practice can improve collaboration and access to information, accelerate experience feedback between students, and effectively address adaptative issues. Therefore, according to the results of Haney's [19] knowledge life-cycle model and Stahl's [20] knowledge-building processes, this study presents a dynamic process of knowledge generation of students homophily through crowdsourcing, as shown in Fig. 1. In this framework, student homophily and identifying project goals are the driving forces for knowledge acquisition. ...
Integrating different perspectives in the
generation of knowledge is essential for understanding learning
problems. And crowdsourcing provides new approaches to
harvest distributed knowledge. However, students are more
inclined to connect with people with similar characteristics, and
the identity of a group has an impact on cooperative learning
performance. Therefore, there is an attempt to integrate the
homogeneous students in crowdsourcing and to explore the
influence of student homophily knowledge generation
framework through teaching experiments for more meaningful
and effective participation in the process of knowledge
generation. The results demonstrate that homophily can
improve students' academic performance, and the knowledge
generation framework in crowdsourcing has a positive effect on
innovation generation.
... They should also stimulate self-directed learning and lead to identifying appropriate learning issues (Des Marchais 1999; Schmidt et al. 2011). Many researchers have found PBL to be a very valuable approach that promotes students' motivation and responsibility for learning by integrating knowledge with practice (Albanese and Mitchell 1993;Blumenfeld et al. 1991;Evensen 2000;Gallagher 1997;Hmelo-Silver 2004;Vernon and Blake 1993), increasing interaction between students and improving social awareness, skills and critical thinking (Gunawardena et al. 1997;Lee and Lim 2012;Newman et al. 1995;Pena-Perez 2000;Stahl 2000). It was also shown that PBL promotes conceptual change (Loyens et al. 2015), which seems to be important due to scientific-oriented task given for participants in the Chain Experiment. ...
The Chain Experiment competition has been held successfully for 6 years in Poland and is attracting growing interest. The competition provides participants with a task that involves designing and constructing a contraption that is an element in a chain of events that are based on various physical phenomena. The contraptions are then linked together in a chain and made to run consecutively. The operation of a contraption starts when it receives a ball from the preceding contraption and ends when it releases another ball to the next contraption. The process of constructing the contraptions includes elements of design education. This paper examines whether participating in the competition has a positive impact on the soft skills, social abilities and motivation of the participants, as well as their learning performance, mainly in physics. Questionnaires completed after the fifth running of the competition suggest that active participation in the Chain Experiment could have a positive impact on participants’ soft skills and their abilities to solve problems, and it might also increase scientific knowledge, general interest in physics and science and motivation to be involved in similar challenges. The claim is that the format of the competition can stimulate versatile development of the participants and is a good way to arouse students’ interests in physics and engineering, even in the very early stages of their education.
... Learning from collaborative reflection happens in processes in which individuals articulate their experiences and ideas (Järvinen and Poikela 2001), when they link their knowledge to explicated experiences and ideas (Daudelin 1996), and when people draw conclusions from explicated experiences and ideas together (Hoyrup 2004). In the sense of Stahl (Stahl 2000), collaborative reflection can be understood as a process of collaborative knowledge building that consists of individual and collaborative learning activities that complement each other. ...
People can learn a lot through (collaborative) reflection at work: In organizations, staff debate experiences and due to issues every day, thus reflecting together and learning from each other. While this is desirable, it is often hindered by differences in time and space. Online discussions in community-like systems may provide a means to overcome this issue and enable staff to share experiences and learn from them. In this paper, we study two different data sets from two software systems to support online collaborative reflection in order to analyze what possible factors influence the occurrence of aspects of reflection in online discussions, like experiences, suggestions and learning. Our results include findings that partially approve existing models of (collaborative) reflection, but also others that add to or even challenge these models. Overall, we found that collaborative reflection may take different paths towards learning. From this we derive that facilitation mechanisms need to take up these paths, and that facilitation may be successful in different ways than anticipated from existing literature. We describe possible facilitation mechanisms and discuss their implementation.
... In the field of collaborative learning in VLCs, there are some relevant voices. Stahl (2000), based on situated learning among other approaches, used a diagram in order to model the mutual (i.e. dialectical) constitution of the individual and the social as a learning process. ...
Research analysis usually focuses on terms of negotiation –argument, conflict, agreement, disagreement- as indications of collaborative learning. The reported research suggests that the latter can also exist in terms of prompting and inspiring and in terms of negotiation. To that purpose, a study of computer supported collaborative learning has taken place in a Virtual Learning Community (VLC), in the frame of an authentic educational activity. Analysis of discourse and artifacts was conducted. The nature of the dialogues in the reported VLC seems to be a special form of discourse addressing community context, mainly characterized by prompting and inspiring while less of negotiation and conflicts. Furthermore, the suggested rethinking can be the shift to the kind of discourse that researchers are seeking for, as the form of changing in VLCs.
... There exists an abundant amount of literature which emphasizes on relations between search, learning, and user or more specifically user behavior in the area of information science [4]. These literature include studies explaining affects of certain additional features like annotation on learning [7], studies exploring knowledge building models [25], studies inspecting learners' behavior in a collaborative system [28], etc. This study will focus on exploring individual learners' behavior online and on the relation between learners' behavior and the cognitive learning complexity level. ...
The ubiquitous accessibility of the world-wide web has led people to increasingly use web search to learn or acquire new knowledge. Recent research efforts have targeted the optimization of web search to satisfy learning related needs. However, there is little known about how one's search interactions differ across varying cognitive levels that correspond to one's learning. In this paper, we address this knowledge gap by investigating how the search interactions of 150 users vary across 6 search tasks corresponding to distinct cognitive levels. We also analyze how users' knowledge gain varies across the cognitive levels. Our findings suggest that the cognitive learning level of a user in a search session has a significant impact on the user's search behavior and knowledge gain. Estimating the cognitive level of users during their interactions with search systems will allow us to construct and improve learning experiences for the users. For example, learners can be served content that corresponds to their current cognitive level within their learning process.
... Knowledge construction takes place in a continuous cycle (Stahl 2000). In an in-depth study, Gunawardena (1995) presented a basic process for collaborative knowledge construction, as follows: (1) information sharing and comparison, including the exchange of views and questions and descriptions of the topic; (2) finding out and analyzing inconsistent or contradictory views (and where there is debate, asking and answering questions to be discussed to further clarify the problem); (3) compromising knowledge through new proposals, comprehensive adjustments, and construction of negotiations; and (4) reaching a consensus among members regarding the construction of knowledge. ...
Teacher workshops attract teachers with common goals; they wish to improve their teaching practices and subject and information technology knowledge. The asynchronous online discussion is the main activity in teacher workshops. An analytical model was developed in this study to examine the temporal characteristics of collaborative knowledge construction in teacher workshops. Specifically, 664 posts were analyzed from an asynchronous online discussion—involving 91 teachers—on the topic, “How to Make a Language Course Interesting?” The aim of this paper is to present the changes in knowledge construction levels and teachers’ social interactive characteristics resulting from participation in teacher workshops. From the findings of this study, advances in theory, methodology and pedagogical practice are indicated. The findings also indicate that knowledge construction levels and teachers’ social interactive characteristics change at different stages of discussions. Suggestions for improving the effects of online teacher workshops are provided.
... Lin, Hmelo, Kinzer, and Secules (1999) argued that a reflective social discourse increases interaction among participants, stimulate reflective process in public and convert ideas and thoughts to become artifacts or objects for further reflection. Stahl (2000Stahl ( , 2006 presented a model of collaborative knowledge-building (CKB) that focuses on the importance of group activities and conceptual artifacts. According to the model, learners co-construct knowledge through communicating with their peers and interacting with each other's ideas. ...
This paper reports a classroom study in which group learners brainstormed ideas in virtual group space and justified their ideas through articulating their rationales in the shared rationale space. The investigation focused on the learners' practices of articulating and sharing rationales. The results suggest that group members would brainstorm the ideas and generate rationales to justify the ideas before reading the others' ideas and rationales. Also, the members in general brainstormed all the ideas first and then elaborated the rationales to justify the ideas; and grouped the shared rationales according to their authors. The group members' reasoning styles were examined by using Rhetorical Structure Theory to analyze the shared rationales. It was found that similar reasoning styles existed across the groups. Additionally, the group context seemed to have affected the members' strategies of using contextual and additional information to justify their ideas. Several design implications are presented to support the practices of articulating and sharing rationales in virtual group workspace. The authors also articulate how their work contributes to other research areas such as project management, crowdsourcing, and online deliberation. Based on their study, the authors argue for a rationale-based knowledge management approach to complex collective activities in the online environment.
... In a collaborative knowledge-building process, a step where collaborators share others' understanding is very important [24]. We aim to apply KB map in the shared understanding step. ...
Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.
Mathematical problem-solving-based collaborative learning’s (MPSCL) unique teaching value has attracted much attention among those interested in integrating “21st-century skills” in mathematics education and promoting practical and innovative talents. But learning improvement during this activity is still challenging because of some students’ lower learning efficiency and poor performance in collaborative problem-solving. Collaborative knowledge building (CKB) emphasises that students exchange views, discuss, negotiate, solve problems, and create valuable public knowledge for the team, and has become an important perspective reflecting this learning process and learning quality. Therefore, the purpose of this research was to investigate junior high school students’ CKB process based on a comparison of high- and low-performance groups’ mathematical problem-solving. Design-based method was adapted to implement the experimental investigation. Choosing “Xiaoming’s Apartment” as a sample learning task, we evaluated the quality of the problem-solving solutions from 29 groups in three classes, selecting 48 students from 12 groups as research participants. The analysis framework was developed to analyse 3,244 interactive dialogues in more than 90,000 transcripts. Results suggest that students could carry out CKB as the core in general, and their CKB went through six stages, reached a deep level, and had a variety of interactive modes. But the proportion of discussion for knowledge building, “sublimation viewpoints,” and knowledge building of deep level in high-performance groups is higher than the low-performance groups, and the high-performance groups show a good spiral in the process of viewpoints evolution. The findings of these CKB characteristics provide evidence for enhancing MPSCL.
Devising alternative strategies to improve practical competencies in anatomy remains a major challenge in medical schools with large student cohorts and lacking cadaveric dissection. An innovative approach successfully combined in-practical group discussion, Guided Collaborative Learning (GCL), and Student Peer Teaching-Demonstration (SPTD), facilitated primarily by clinical tutors. Focused practical tasks designed to support student-centred, small group discussions encourage concurrent practical exploration of anatomy resources. Hands-on peer demonstrations involving anatomy models, plastinated human specimens, radiographic images and correlated clinical skills were broadcast to the cohort in a tutor-moderated, multimedia-integrated anatomy lab. Following Kirkpatrick’s model, GCL/SPTD was evaluated for Reaction (unit evaluation/student feedback); Learning (summative exams) and Behaviour (peer assessment/tutor review). Student feedback, tutor reviews and peer assessment received high positive ratings. Cross-campus unit evaluation scores increased by (+5 to 18%) and summative assessment grades increased by (+7%) distinctly improved following introduction of GCL/SPTD. By shifting the educational positioning of medical students from passive listeners to active problem solvers and lifelong learners, GCL/SPTD translates Aristotle’s philosophy “Teaching is the highest form of understanding” into practice. Ultimately, engaging students in professional collaborations expected in today’s clinical practice strongly supports this future-forward, effective strategy for practical medical and healthcare education training.KeywordNon-dissection anatomyPeer teaching-demonstrationIn-practical group discussionGuided collaborative learningMultimedia learning lab
Experience is needed to prepare young ocean researchers to work in interdisciplinary environments and to teach them how to deal with complex processes. Such experience can be provided in courses/internships aimed at preparing qualified personnel to work on solution-oriented projects. These lessons are designed to deepen understanding in particular elements of ocean data science education: oceanography as a science in evolution, mutual understanding, the enrichment of data, and the process of moving from data to information. Such lessons combine the history of ocean science with ocean data methodologies and technologies, data quality elements, “fitness for use”/“fitness for purpose” and analyses. The approach consists of a significant mentoring program aimed at strengthening “thinking skills”—critical and creative thinking—and therefore the ability to solve complex problems.
Computer-supported collaborative learning (CSCL) has been widely used in the field of education. Computer-supported collaborative learning plays a very crucial role for improving learning performance, social interaction skills, problem-solving abilities, and knowledge building. However, most studies focus on implementing collaborative learning activities based on personal and subjective experiences. Previous studies seldom examine how to optimize collaborative learning activities based on a data-driven approach. This study aims to bridge this gap to propose how to optimize collaborative learning activities as well as evaluate the effectiveness of optimization strategies. Totally 72 junior school students participated this study and completed 7 collaborative learning tasks. For each collaborative learning task, two rounds of collaborative learning were implemented and recorded for analysis. The results indicated that the proposed 17 optimization strategies were very effective for improving the design quality of collaborative learning, the alignment between design and enactment, collaborative knowledge building level, and group products quality. The results and implications for teachers and practitioners are also discussed in depth.
Collaborative knowledge building has been an important pedagogical approach in K-12 and higher education. However, collaborative knowledge building cannot occur spontaneously and need to be guided by teachers. This study examined teacher scaffolding supported collaborative knowledge building practices in the online learning environment. Totally 94 undergraduate students participated in this study and they were randomly assigned into 12 experimental groups and 13 control groups. The teacher provided real-time guidance only for the experimental group to promote collaborative knowledge building. The control groups carried out knowledge building by themselves. The results indicated that there were significant differences in collaborative knowledge building and knowledge convergence between the experimental group and control group. The experimental group outperformed the control group in terms of collaborative knowledge building and knowledge convergence degree. The results together with the implications for teachers and practitioners are discussed in depth.
Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it serves as an asset to make a searching inquiry into teaching. This study aimed to identify the principles of teacher’s decision-making in bansho process. Data of the study were drawn from a sixth-grade Social Studies lesson in a school in Japan. The lesson was observed and then transcribed into the lesson transcript. Reproduction of bansho formation (what/how/when pupils’ utterances were written on the chalkboard) was also a primary source of data. Then, a comparison between pupils’ utterances and bansho content based on a coding scheme was made to understand what was (not) written as bansho by the teacher. From the comparison, three main principles of teacher’s decision-making in bansho process have been identified. As the classroom environment is multifaceted, dealing with complex situations involving pupils’ ideas and inquiries is a dominant element in a teacher’s life. Through an examination of teacher decision-making in bansho process in a lesson, the conditions and purposes teachers are trying to address in a classroom can be better understood. This provides a valuable opportunity for teachers to reflect on their practices, either individually or in a school community.
The purpose of this study was to elucidate the process of resolving inconsistencies between cultural artifacts constructed in the community and the concepts of science, and to develop a framework for science lesson design to promote the resolution process. Garrison’s (2016) community of inquiry (CoI) framework is a community theory of a purposeful and personally meaningful learning environment, consisting of cognitive, social, and teaching presences. These are used in science classes to analyze case studies. The lesson practiced for the study was the “Properties of Sound” unit in the third grade of elementary school. The case analysis reveals the process by which the principles of practice in the teaching presence work, while addressing the social and cognitive presences to resolve the discrepancies between cultural artifacts and scientific concepts. In this study, (1) the principle of practice in the teaching presence is that by acting on the social presence, expression of thought is promoted, consensus building is achieved, and cultural artifacts are constructed. (2) The principle of practice in the teaching presence is that the concept is refined by acting on the cognitive presence, and scientific concepts based on evidence are constructed. (3) The assessment of the discrepancies between cultural artifacts and scientific concepts will enable the principles of facilitation and the principles of direct instruction to function, and scientifically relevant cultural artifacts will be constructed to eliminate the discrepancies. A science lesson design framework was developed through this lesson design, based on the CoI framework that was verified to work effectively in practice.
Computer-Supported Collaborative Learning (CSCL) has proved to be one of the reliable contemporary approaches to education that is based on the fundamental principles of collaborative learning procedures between users (instructor and students) in electronic learning environments or Virtual Worlds (VWs). This approach to education has resulted in many considerable changes in the traditional “status quo” of e-Education. This chapter presents a literature review of major revamped principles of Learning Theories and Models that occurred in the early 21st century and reinforced the vast majority of CSCL pursuits and capabilities. It adopts Stahl's (2000) theoretical model to articulate a novel framework for e-Education in VWs. The meaning and contribution of this approach to education will be more understandable through the analysis of collaborative learning climate conditions in the 3D technologically advanced environments based on the interests, demands, and needs of trained users.
Logically, it makes sense that organizations can be successful if their employees collaborate effectively, in a synergistic manner. Economically, e-businesses around the world leverage the Internet for efficient collaboration while in parallel many companies now use enterprise applications for process automation and knowledge sharing. From a human resource perspective, it is argued professionals must inspire and influence their e-business teams to virtually collaborate and synergize across physical organization boundaries using transformational leadership principles. Rationally, investors in e-business need proof that applying knowledge sharing and transformational leadership theories will facilitate team collaboration and synergy and therefore improve organizational performance. Empirically, this e-business industry study develops a statistically significant path model using multivariate linear regression (n=3995), revealing transformational leadership and knowledge sharing factors are mediated by a latent construct of collaborative synergy, which predicts project performance and stakeholder satisfaction. Rival theories are evaluated to stimulate future research.
Science education has given an increasing amount of attention to incorporating real-life issues into science curricula and engaging students in practices similar to those of scientists, most recently via the fields of socioscientific issues (SSI) and citizen science (CS). Frequently, socioscientific issues focus on globalized problems, while citizen science focuses on localized issues. For meaningful engagement with these two approaches, this chapter advocates for incorporating computer-supported collaborative learning (CSCL). The chapter introduces and defines SSI, CS, and CSCL. Then, it discusses the major affordances of CSCL to bridge SSI and CS. The author presents three key areas in which CS, the study of SSI, and CSCL environments can work together to cohesively advance both joint and individual purposes. The chapter concludes with a seven-step instructional sequence arguing for localizing SSI and globalizing CS via local and large-scale collaboration.
This research, as a means of fostering interactive learning, aims to clarify the way children collaboratively construct reasonable ideas, decide upon them within the culture of a class, and similarly and respectively utilize those ideas. We applied the collaborative knowledge building model of Stahl (2000) to practice in elementary science education. The model of Stahl’s “Collaborative Knowledge-Building” is a cyclical process consisting of two distinct phases, namely, the understanding of individuals and collaborative knowledge building. According to this model, the scenes and activities are shown to be divided into 11 phases. The lesson that we investigated is the unit of third-grade elementary school science, “shade and the sun”. As a result of analyzing the classes that adopted this model, children built collaborative knowledge, created “cultural artifacts” as a class, and utilized their new knowledge to update previously acquired “cultural artifacts”. In addition, it was revealed that a collaborative knowledge building model was established while encouraging the transition of each phase with the support of the teacher and going back and forth between individual understanding and collaborative knowledge building process.
