Guiding knowledge communication in CSCL via group knowledge awareness

  • Authors:

  • Jessica Dehler;Daniel Bodemer;Jürgen Buder;Friedrich W. Hesse

  • Affiliations:

  • Department of Educational Science, University of Fribourg, Switzerland;Department of Applied Cognitive and Media Psychology, University of Tuebingen, Germany;Knowledge Media Research Center, Tuebingen, Germany;Knowledge Media Research Center, Tuebingen, Germany

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2011

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Abstract

Computer-mediated collaboration is not in and of itself a beneficial setting for learning. Environments for computer-mediated collaboration need to trigger learning-productive interactions. In this paper, we propose to implement tools providing group knowledge awareness (GKA), i.e., information about collaborators' knowledge. GKA is typically restricted in CSCL environments. A GKA tool visualizing self-assessed learner knowledge, their partner's self-assessed knowledge, and thus the distribution of knowledge, was studied in a computer-mediated collaborative learning scenario. Thirty-eight dyads were randomly assigned to either the GKA condition (GKA tool) or a control condition (only learner's own knowledge was visualized). Results show that the GKA tool guided learners in their collaboration and, more specifically, in designing their communicative acts. Depending on the self- vs. partner-oriented purpose of the communicative act, the learner's own vs. the partner's knowledge guided communication. Guided communication was a mechanism for perceived learning gains and perceived knowledge convergence. A knowledge test failed to reveal a significant difference between the GKA and the control condition. In this paper, we will discuss characteristics of GKA tools and their impact on collaboration.