Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

By Jianwei Zhang, Marlene Scardamalia, Richard Reeve, Richard Messina. 2009

506 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/27e005e6a32f84e292d7ce4387b63e6b38d306eb

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “ Zhang et al. (2009) found that students requested “KB talks” to discuss the database with each other.”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “Other markers of this subdimension include opportunities to make valued contributions, distributed expertise, knowledge building and creation, active negotiating and consensus-building, and community construction of knowledge (Lave & Wenger, 1991; Rogoff, 1990; Zhang et al., 2009).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “Environmental support also includes opportunities for activity and interactivity in which respected members have roles and occasions to make contributions (Lave & Wenger, 1991; Zhang et al., 2009); for receiving performance feedback or instructional scaffolding (Meyer & Smithenry, 2014); and for phy”
Digital content marketing as a catalyst for e-WOM in food tourism (2020, background): “This finding is consistent with research that consumers determine their views on products or services by observing early adopters’ interactions and communication experiences in their online social networks (Zhang et al., 2009).”
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, unknown): “As learners develop their competencies as a member of the knowledge-building community, they also engage in cross-group collaborations and/or opportunistic collaboration with other members of the community (Zhang et al., 2009).”
New Frontiers: Regulating Learning in CSCL (2013, background): “Collective knowledge building (Zhang, Scardamalia, Reeve, & Messina, 2009) postulates epistemic agency as a key principle examining how participants take control to reﬂect on how the community is advancing.”