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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bell, P., Davis, E.A., & Linn, M.C. (1995). The knowledge integration environment: Theory and design. In: J.L. Schnase & E.L. Cunnius (Eds.),Proceedings of CSCL '95: The first international comference on computer support for collaborative learning. Hillsdale, NJ: Erlbaum.
Bell, P., & Winn, W. (2000). Distributed cognitions, by nature and by design. In D.H. Jonassen & S.M. Land (Eds.),Theoretical foundations of learning environments (pp. 123–146). Mahweh, NJ: Lawrence Erlbaum.
Bereiter, C. (1995). Constructivism, socioculturalism, and Popper's world 3.Educational Researcher, 23(7), pp. 21–23.
Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D. Olson & N. Torrance (Eds.),Handbook of education and human development: new models of learning, teaching, and schooling. Cambridge, MA: Basil Blackwell.
Bowen, B., Bereiter, C., & Scardamalia, M., (1992). Computer-supported Intentional Learning Environments. In F.Y. Phillips (Ed.), Thinkwork:Working, learning, and managing in a computer interactive society. Praeger: Westport, Conn.
Brown, A.L. (1994). The advancement of learning.Educational Researcher, 23(8), 4–12.
Brown, A.L., & Campione, J.C. (1990). Communities of learning and thinking, or a context by any other name. In D. Kuhn (Ed.),Developmental Perspectives on Teaching and Learning Thinking Skills. Contributions to human development, vol, 21, 108–126.
Derry, S.J., & LaJoie, S.P., (1993). A middle camp for (un)intelligent instructional computing: An introduction. In S.P., LaJoie and S.J. Derry (Eds.),Computers as Cognitive Tools. Hillsdale, NJ: Lawrence Erlbaum Associates.
Drucker, P.F. (1994, November). The age of social transformation.Atlantic Monthyly,274(5).
Duffy, T.M. & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Ed.),Handbook of research for educational communications and technology. New York: Macmillan.
Edelson, D.C., Pea, R.D., & Gomez, L. (1996). Constructivism in the collaboratory. In B.G. Wilson (Ed.),Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.
Hannafin, M., Land, S., & Oliver, K. (1999) Open learning environments: Foundations, methods, and models. In C.M. Reigeluth (Ed.),Instructional-design theories and models (Vol. II). Mahwah, NJ: Erlbaum.
Jonassen, D.H. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools.Educational Technology, 35(4) 60–63.
Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.),Instructional-design theories and models (Vol. II), Mahwah, NJ: Lawrence Erlbaum Associates.
Kaufman, R., & Grise, P. (1995).Auditing your educational strategic plan: Making good things better. Thousand Oaks, CA. Corwin Press, Inc.
Keller, J.M. (1987). The systematic process of motivational design.Performance and Instruction Quarterly, 26(9), 1–8.
Lebow, D. (1995).Constructivist values for instructional design: A case study of a graduate-level learning environment. An unpublished doctoral dissertation, Florida State University, Tallahassee.
Lebow, D., & Wager, W. (1994). Authentic activity as a model for appropriate learning activity: Implications for emerging instructional technologies.Canadian Journal of Educational Communication, 23(3), 231–244.
Lebow, D., Wager, W., Marks, P., & Gilbert, N. (1996, June).Construe: Software for collaborative learning over the World Wide Web. Paper presented at the AECT/FSU Conference on Distance Learning, Tallahassee, FL.
Leinhardt, G. (1992). What research on learning tells us about teaching.Educational Leadership, 4, 20–25.
Miles, M.B., & Huberman, A.M. (1994).An Expanded Sourcebook: Qualitative Data Analysis (second edition). Sage Publications. Thousand Oaks, CA.
Pea, R.D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications.The Journal of the Learning Sciences, 3(3), 285–299.
Perkins, D.N. (1991). Technology meets constructivism: Do they make a marriage?Educational Technology, 31(5), 18–23.
Resnick, L. B. (1989). Introduction. In L.B. Resnick (Ed.),Knowing, learning and instruction. (pp. 1–24). Hillsdale, NJ: Lawrence Erlbaum.
Rosenshine, B., & Meister, C., (1992). The use of scaffolds for teaching higher-level cognitive strategies.Educational Leadership, 4, 26–33.
Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge-building. In E. De Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.),Computer-based learning environments and problem solving. [NATO-ASI Series F: Computer and Systems Science] (pp. 41–46). Berlin: Springer-Verlag.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities.The Journal of the Learning Sciences, 3(3) 265–283.
Scardamalia, M., & Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. In S. Vosniadou, E. deCorte, R. Glaser, & H. Mandl (Eds.),International perspectives on the design of technology-supported learning environments. Mahweh, NJ: Erlbaum.
Senge, P., Kleiner, A., Roberts, C., Ross, R.B., & Smith, B.J. (1994).The Fifth Discipline Fieldbook: Strategies and Tools for Building Learning Organizations. New York: Doubleday.
Slatin, J.M. (1992). Is there a class in this Text? Creating knowledge in the electronic classroom. In E. Barrett (Ed.), Sociomedia: Multimedia, hypemedia, and the social construction of knowledge. Cambridge, MA: MIT Press.
Slavin, R.E. (1991). Synthesis of research on cooperative learning.Educational Leadership, 2, 71–77.
Wenger, E. (1998).Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Yin, R.W. (1989).Case study research: Design and methods. (rev. ed.). Newbury Park, CA: Sage.
Author information
Authors and Affiliations
Additional information
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.
Rights and permissions
About this article
Cite this article
Gilbert, N.J., Driscoll, M.P. Collaborative knowledge building: A case study. ETR&D 50, 59–79 (2002). https://doi.org/10.1007/BF02504961
Issue Date:
DOI: https://doi.org/10.1007/BF02504961