Designing interaction
The Wiki way: quick collaboration on the Web
The Wiki way: quick collaboration on the Web
Corporate wiki users: results of a survey
Proceedings of the 2006 international symposium on Wikis
From Wikipedia to the classroom: exploring online publication and learning
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Wiki-based rapid prototyping for teaching-material design in e-Learning grids
Computers & Education
The phenomenon of blogs and theoretical model of blog use in educational contexts
Computers & Education
Using Wiki technology to support student engagement: Lessons from the trenches
Computers & Education
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Understanding learning: the Wiki way
Proceedings of the 5th International Symposium on Wikis and Open Collaboration
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Do students need teacher's initiation in online collaborative learning?
Computers & Education
Modeling educational usage of Facebook
Computers & Education
Using blogging to enhance the initiation of students into academic research
Computers & Education
Towards a framework for educational affordances of blogs
Computers & Education
Perceived credibility of Internet encyclopedias
Computers & Education
Automatic detection of accommodation steps as an indicator of knowledge maturing
Interacting with Computers
How patterns support computer-mediated exchange of knowledge-in-use
Computers & Education
Video-sharing educational tool applied to the teaching in renewable energy subjects
Computers & Education
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Wikis as shared digital artifacts may enable users to participate in processes of knowledge building. To what extent and with which quality knowledge building can take place is assumed to depend on the interrelation between people's prior knowledge and the information available in a wiki. In two experimental studies we examined the impact on learning and knowledge building of the redundancy (Study 1) and polarity (Study 2) between participants' prior knowledge and information available in the wiki. Based on the co-evolution model of cognitive and social systems, external assimilation and accommodation were used as dependent variables to measure knowledge building. The results supported the hypotheses that a medium level of redundancy and a high level of polarity foster external accommodation processes. External assimilation was stimulated by low redundancy and a high level of polarity. Moreover, we found that individual learning was influenced by the degree of external assimilation.