Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments

  • Authors:

  • Daniel D Suthers;Ravi Vatrapu;Richard Medina;Samuel Joseph;Nathan Dwyer

  • Affiliations:

  • Department of Information and Computer Sciences, University of Hawaií at Manoa, 1680 East West Road, POST 309, Honolulu, HI 96822, USA;Department of Information and Computer Sciences, University of Hawaií at Manoa, 1680 East West Road, POST 309, Honolulu, HI 96822, USA;Department of Information and Computer Sciences, University of Hawaií at Manoa, 1680 East West Road, POST 309, Honolulu, HI 96822, USA;Department of Information and Computer Sciences, University of Hawaií at Manoa, 1680 East West Road, POST 309, Honolulu, HI 96822, USA;Department of Information and Computer Sciences, University of Hawaií at Manoa, 1680 East West Road, POST 309, Honolulu, HI 96822, USA

  • Venue:
  • Computers & Education
  • Year:
  • 2008

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Abstract

Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge mapping representations as an adjunct to or replacement for threaded discussion in problem solving by asynchronously communicating dyads. Results show that users of knowledge maps created more hypotheses earlier in the experimental sessions and elaborated on them more than users of threaded discussions. Participants using knowledge maps were more likely to converge on the same conclusion and scored significantly higher on post-test questions that required integration of information distributed across dyads in a hidden profile design, suggesting that there was greater collaboration during the session. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion. The paper also offers a methodological contribution: a paradigm for practical experimental study of asynchronous collaboration. It is crucial to understand how to support collaborative knowledge construction in the asynchronous settings prevalent in online learning, yet prior experimental research has focused on face-to-face and synchronous collaboration due to the pragmatic problems of conducting controlled studies of asynchronous interaction. A protocol is outlined that enables study of asynchronous collaboration in a controlled setting.