Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

By Jan-Willem van Aalst. Int. J. Comput. Support. Collab. Learn., 2009

311 citations recorded by the source corpus.

The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a94659ddedb5f2315276c5f527921fbfbd1bef20

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, background): “This may be through shared databases and joint multimedia activities (Peters & Slotta, 2010; van Aalst, 2009) or through students discussing what they are observing in a simulation or video (e.g., Sinha, Rogat, Adams-Wiggins, & Hmelo-Silver, 2015).”
Working on Understanding During Collaborative Online Reading (2012, background): “Reading as the construction of knowledge is defined as a loosely text-related activity where the purpose is to solve problems, construct explanations, or explore different views by utilizing the ideas presented in the text (Van Aalst, 2009).”