Analyzing collaborative knowledge construction: multiple methods for integrated understanding

By C. Hmelo‐Silver. Comput. Educ., 2003

304 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Communication, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d9ac3dd0ed95a38b9432b8199b14f76a28ec8571

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Jan-Willem van Aalst
2. Sanna Järvelä
3. Diana Laurillard

In Communication

1. Diana Laurillard
2. Jan-Willem van Aalst
3. Sanna Järvelä
4. Roger Azevedo
5. Hanna Järvenoja

In Developmental and Educational Psychology

1. Diana Laurillard
2. Jan-Willem van Aalst
3. Päivi Häkkinen
4. Sanna Järvelä
5. Ernesto Panadero
6. Hanna Järvenoja
7. Roger Azevedo
8. Jonna Malmberg

Citations in the corpus

• Combining Individual and Group-Level Perspectives for Studying Collaborative Knowledge Construction in Context. (2007, background): “Understanding collaborative learning requires making sense of the conversation that students engage in and the tools that mediate their learning (Hmelo-Silver, 2003). Therefore, to study collaborative knowledge construction we need to examine group activity in its specific context. However, here the”
• The pedagogical challenges to collaborative technologies (2009, methodology): “The chronology of the Argue-Graph script as a pedagogic design is working in a similar way to the toolmediated construction activity reported by Hmelo-Silver (Hmelo-Silver, 2003), and the sequence of collaborative activities recorded by Luckin (Luckin et al.”
• Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “…be understood by examining short-term goals such as the problem students are currently attempting to understand, but require the consideration of higher level and longer term goals such as the diffusion of new insight throughout the community and progressive problem solving (Hmelo-Silver 2003).”
• Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, unknown): “…across a wide age range, from elementary school through higher education (Bereiter, 2002; Botstein, 1997; Brookfield & Preskill, 2005; Damon, 1984; Damon & Phelps, 1988; Hmelo-Silver, 2002, 2004; Resnick, Levine, & Teasley, 1991; Resnick & Nelson-Le Gall, 1997; Slavin, 1990).”