The role of informing science in establishing research context : an integrated model of collaborative knowledge building process

Collaborative knowledge building (CKE) refers to collective work for the advancelnent and development of knowledge artefacts (such astheories and concepts) (Paavola, Lipponen, & Hakkarainen, 2002).Current studies in CKB focus on the processes involved by which a group of participants come together and create knowledge. The focus of the studies has gradually shifted from analysing learning outcomes (Lipponen, Hakkarainen, & Paavola, 2004) and studying effective conditions for collaborative learning (Stahl, 2006) to understanding the underlying processes involved by which groups create knowledge in the context of an activity (Dillenbourg, Baker, Blaye, & O'Malley, 1996). Dobson and Gros (2001) argue that for furthering an understanding of the CKB process requires research methodologies and frameworks that highlight and at same time explain the role of context in CKB. This aspect is also noted by Arvaja (2007) who argues for studying the CKB process within the broader social context in which the group activity takes place.