Attention, intentions, and the structure of discourse
Computational Linguistics
The knowledge integration environment: theory and design
CSCL '95 The first international conference on Computer support for collaborative learning
Designing for cognitive communication: epistemic fidelity or mediating collaborative inquiry?
Computers, communication and mental models
Learning to Think and Communicate with Diagrams: 14 Questions to Consider
Artificial Intelligence Review
Journal of Technology and Teacher Education
Collaborative Representations: Supporting Face-to-Face and Online Knowledge-Building Discourse
HICSS '01 Proceedings of the 34th Annual Hawaii International Conference on System Sciences ( HICSS-34)-Volume 4 - Volume 4
Explicit referencing in chat supports collaborative learning
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Between information and communication: middle spaces in computer media for learning
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Information sharing is incongruous with collaborative convergence: the case for interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
A framework for eclectic analysis of collaborative interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Information sharing is incongruous with collaborative convergence: the case for interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Bringing representational practice from log to light
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
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An experimental study of asynchronously communicating dyads tested the claim that conceptual representations could more effectively support collaborative knowledge construction in online learning than threaded discussions. Results showed that users of conceptual representations created more hypotheses earlier in the experimental sessions and elaborated on hypotheses more than users of threaded discussions. Participants using conceptual representations were more likely to converge on the same conclusion and scored higher on post-test questions that required integration of information distributed across dyads in a hidden profile design. However, the essay contents and post-test offered no evidence for differences in information sharing in itself. 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.