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The role of informing science in establishing research context : an integrated model of collaborative knowledge building process
chapter
posted on 2017-12-06, 00:00 authored by Gurparkash SinghGurparkash Singh, Louise Hawkins-WatersLouise Hawkins-Waters, Gregory WhymarkGregory WhymarkCollaborative 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.
History
Editor
Gill TG; Cohen EStart Page
661End Page
708Number of Pages
48ISBN-13
9781932886153Publisher
Informing SciencePlace of Publication
Santa Rosa, CaliforniaOpen Access
- No
External Author Affiliations
Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC);Era Eligible
- Yes