In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the field of computer-supported collaborative ... [Show full abstract] learning with forty-eight (48) locally distant participants in 16 groups of three, we apply these measures and analyze the extent to which a computer-supported collaboration script can affect knowledge convergence. The study provides evidence for the applicability and sensitivity of the proposed knowledge convergence measures. Findings demonstrate that the instructional support increased productive divergence during collaboration and convergent individual outcomes.