Abstract
What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments.
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This study was conducted by the first author as a dissertation at Florida State University. She would like to thank Marcy Driscoll for her patience and guidance, Walt Wager for his mentoring, and Bob Reiser and George Weaver for their support.
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Gilbert, N.J., Driscoll, M.P. Collaborative knowledge building: A case study. ETR&D 50, 59–79 (2002). https://doi.org/10.1007/BF02504961
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DOI: https://doi.org/10.1007/BF02504961