Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment |
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| Affiliation: | 1. Department of Human Resources and Organization, Vienna University of Applied Sciences of WKW, Waehringer Guertel 97, 1180 Vienna, Austria;2. Knowledge Management Institute, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria;3. Department of Applied Cognitive Psychology and Media Psychology, University of Tuebingen, Schleichstraße 4, 72076 Tuebingen, Germany;4. Knowledge Technologies Institute, Graz University of Technology, Inffeldgasse 13, 8010 Graz, Austria;5. Center for Educational Technology, Tallinn University, Narva Mnt 25, 10120 Tallinn, Estonia;1. Department of Biostatistics, Boston University School of Public Health, Boston, MA 02118, USA;2. Center for Genomic Medicine and Cardiovascular Research Center, Massachusetts General Hospital, Boston, MA 02114, USA;3. Department of Medicine, Harvard Medical School, Boston, MA 02115, USA;4. Program in Medical and Population Genetics, Broad Institute of Harvard & MIT, Cambridge, MA 02142, USA;1. Institute of Biology, University of Koeln, Gronewaldstr. 2, D 50931 Koeln, Germany;2. State Key Laboratory of Palaeobiology and Stratigraphy, Nanjing Institute of Geology and Palaeontology, Chinese Academy of Sciences, Nanjing 210008, China;3. Key Laboratory of Zoological Systematics and Evolution, Institute of Zoology, Chinese Academy of Science, Beijing 100101, China;1. Discipline of Vascular Surgery, Department of Surgery, Hospital of Clinics of the Faculty of Medical Sciences of the State University of Campinas (UNICAMP), Campinas, SP, Brazil;2. Universidade Federal do Amazonas (UFAM), Manaus, AM, Brazil;1. Louisiana State University Agricultural Center, Sugarcane Research Station, 5755 LSU Ag Rd., St. Gabriel, LA, 70776, United States;2. Louisiana State University, Department of Entomology, 404 Life Sciences Bldg., Baton Rouge, LA, 70803, United States;3. Louisiana State University Agricultural Center, Dean Lee Research Station, 8105 Tom Bowman Dr., Alexandria, LA, 71302, United States |
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| Abstract: | The co-evolution model of collaborative knowledge building by Cress and Kimmerle (2008) assumes that cognitive and social processes interact when users build knowledge with shared digital artifacts. While these assumptions have been tested in various lab experiments, a test under natural field conditions in educational settings has not been conducted. Here, we present a field experiment where we triggered knowledge co-evolution in an accommodation and an assimilation condition, and measured effects on student knowledge building outside the laboratory in the context of two university courses. Therefore, 48 students received different kinds of prompts that triggered external accommodation and assimilation while writing a wiki text. Knowledge building was measured with a content analysis of the students' texts and comments (externalization), and with concept maps and association tests (internalization). The findings reveal that (a) different modes of externalization (accommodation and assimilation) could be triggered with prompts, (b) across both conditions, this externalization co-occurred with internalization (student learning), and (c) there is some evidence that external assimilation and accommodation had differential effects on internal assimilation and accommodation. Thus, the field experiment supports the assumptions of the co-evolution model in a realistic course setting. On a more general note, the study provides an example of how wikis can be used successfully for collaborative knowledge building within educational contexts. |
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| Keywords: | Cooperative/collaborative learning Distributed learning environments Interactive learning environments Teaching/learning strategies |
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