Coercing shared knowledge in collaborative learning environments

Computers in Human Behavior

Volumn 24, Issue 2, 2008, Pages 403-420

  Kirschner, Paul A ^a,d   Beers, Pieter J ^a,b   Boshuizen, Henny P A ^a   Gijselaers, Wim H ^c  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b DELFT UNIVERSITY OF TECHNOLOGY   (Netherlands)

^c MAASTRICHT UNIVERSITY   (Netherlands)

^d UTRECHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER AIDED SOFTWARE ENGINEERING; EDUCATION; LARGE SCALE SYSTEMS; LEARNING SYSTEMS; PROBLEM SOLVING;

GROUP LEARNING; MULTIDISCIPLINARITY;

KNOWLEDGE BASED SYSTEMS;

EID: 38149071705     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2007.01.028     Document Type: Article

References (31)

1. Alpay L., Giboin A., and Dieng R. Accidentology: an example of problem solving by multiple agents with multiple representations. In: Van Someren M.W., Reimann P., Boshuizen H.P.A., and De Jong T. (Eds). Learning with multiple representations (1998), Elsevier, Oxford, UK 152-174
2. Baker M.J., and Lund K. Promoting reflective interactions in a computer-supported collaborative learning environment. Journal of Computer Assisted Learning 13 (1997) 175-193
3. Baker M.J., Hansen T., Joiner R., and Traum D. The role of grounding in collaborative learning tasks. In: Dillenbourg P. (Ed). Collaborative learning: Cognitive and computational approaches (1999), Pergamon/Elsevier Science, Amsterdam, The Netherlands 31-63
4. Beers, P. J. (2005). Negotiating common ground: tools for multidisciplinary teams. Unpublished PhD thesis, Open University of the Netherlands, Heerlen, The Netherlands.
5. Beers P.J., Boshuizen H.P.A., Kirschner P.A., and Gijselaers W.H. Computer support for knowledge construction in collaborative learning environments. Computers in Human Behavior 21 (2005) 623-643
6. Beers, P. J., Boshuizen, H. P. A., & Kirschner, P. A. (2005). NTool: Facilitating the negotiation of common ground in multidisciplinary teams. In P. J. Beers (Chair), Multiple research perspectives on shared understanding. Symposium conducted at the 11th EARLI conference, Nicosia, Cyprus.
7. Beers P.J., Boshuizen H.P.A., Kirschner P.A., and Gijselaers W. Common ground, complex problems and decision making. Group Decision and Negotiation 15 (2007) 529-556
8. Beers, P.J., Boshuizen, H.P.A., Kirschner, P.A., Gijselaers, W. Westendorp, J. (2007). Measuring effects of ICT-tools. Educational Technology Research and Development, in press.
9. Boshuizen H.P.A., and Tabachneck-Schijf J.M. Problem solving with multiple representations by multiple and single agents: an analysis of the issues involved. In: van Someren M.W., Reimann P., Boshuizen H.P.A., and de Jong T. (Eds). Learning with multiple representations (1998), Elsevier, Oxford, UK 137-151
10. Bromme R. Beyond one's own perspective: the psychology of cognitive interdisciplinarity. In: Weingart P., and Stehr N. (Eds). Practicing interdisciplinarity (2000), University of Toronto Press, Toronto, Canada 115-133
11. Bromme R., Rambow R., and Nückles M. Expertise and estimating what other people know: the influence of professional experience and type of knowledge. Journal of Experimental Psychology: Applied 7 4 (2001) 317-330
12. Brown J.S., Collins A., and Duguid P. Situated cognition and the culture of learning. Educational Researcher 18 1 (1989) 32-41
13. Chi M.T.H. Quantifying qualitative analyses of verbal data: a practical guide. The Journal of the Learning Sciences 6 3 (1997) 271-315
14. Clark H.H., and Schaefer E.F. Contributing to discourse. Cognitive Science 13 (1989) 259-294
15. Dillenbourg P. Over-scripting CSCL: the risks of blending collaborative learning with instructional design. In: Kirschner P.A. (Ed). Three worlds of CSCL: Can we support CSCL? (2002), Open Universiteit Nederland, Heerlen, The Netherlands 61-91
16. Kirschner P.A. Learning in innovative learning environments. Computers in Human Behavior 21 (2005) 547-554
17. Kirschner P.A., Strijbos J.W., and Kreijns K. Designing integrated collaborative e-learning. In: Jochems W., van Merriënboer J., and Koper R. (Eds). Integrated e-learning: Implications for pedagogy, technology & organizaion (2003), Taylor & Francis Books Ltd, London
18. Kirschner P.A., and van Bruggen. Learning and understanding in virtual teams. Cyberpsychology and Behavior 7 (2004) 135-140
19. Kreijns K., and Kirschner P.A. Determining sociability, social space and social presence in (a)synchronous collaborating teams. Cyberpsychology and Behavior 7 (2004) 155-172
20. Kreijns, K. (2004). Sociable CSCL environments: social affordances, sociability, and social presence. Unpublished PhD thesis, Open University of the Netherlands, Heerlen, the Netherlands.
21. McFadzean E., and McKenzie J. Facilitating virtual learning groups: a practical approach. The Journal of Management Development 2 (2001) 470-494
22. Paas F., Tuovinen J.E., Tabbers H., and Van Gerven P.W.M. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist 38 (2003) 63-71
23. Rhodes, D. M. (1993). Revison of Johnson, H. C., Rhodes, D. M., & Rumery, R. E. (1975). The assessment of teaching in higher education: a critical retrospect and a proposal. Higher Education, 4, 173-199. Available at http://west.bradley.edu/TroupISU/Dent/drhodes_web/secure/docs/primary/jorhruat.pdf.
24. Rothkopf E.Z. The concept of mathemagenic activities. Review of Educational Research 40 (1970) 325-336
25. Suthers D. Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science 7 3 (2001). http://www.jucs.org/jucs_7_3/towards_a_systematic_study Retrieved 23 January 2004, from
26. Sweller J. Cognitive load during problem solving: effects on learning. Cognitive Science 12 (1988) 257-285
27. Sweller J., Van Merriënboer J.J.G., and Paas F.G.W.C. Cognitive architecture and instructional design. Educational Psychology Review 10 (1998) 251-295
28. Van Bruggen, J. M. (2003). Explorations in graphical argumentation; The use of external representations in collaborative problem solving. Unpublished PhD thesis, Open University of the Netherlands, Heerlen, The Netherlands.
29. Van Merriënboer J.J.G., and Sweller J. Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review 17 (2005) 147-177
30. Von Glasersfeld, E. (1988). Cognition, construction of knowledge and teaching. (Eric Document Reproduction Service No. ED 294 754).
31. Webb N. Task-related verbal interaction and mathematics learning in small groups. Journal of Research in Mathematics Education 22 (1991) 366-389