A systemic and cognitive view on collaborative knowledge building with wikis
By Ulrike Cress, Joachim Kimmerle. Int. J. Comput. Support. Collab. Learn., 2008
550 citations recorded by the source corpus.
Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place. In order to understand these processes, three aspects need to be considered: the social processes facilitated by a wiki, the cognitive processes of the users, and how both processes influence each other mutually. For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget’s theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users. The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.
Subfields: Communication, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/db9bbebbe0c4dab997583b2a3de2bca6b2217af9
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In Developmental and Educational Psychology
Citations in the corpus
- The benign online disinhibition effect: Could situational factors induce self-disclosure and prosocial behaviors? (2015, background): “Another implication of unidentifiability, particularly in computer-mediated social situations, could result in reduced willingness to cooperate (e.g. in building collaborative knowledge with wikis) (Cress & Kimmerle, 2008; Kimmerle, Cress, & Hesse, 2007).”
- The pedagogical challenges to collaborative technologies (2009, methodology): “A recent theory of the role of Wikis, for example, proposes a model based on a combination of Piaget‘s cognitive theory (Piaget, 1977) and Luhmann‘s social systems theory (Luhmann, 1995) to assist our understanding of how they facilitate collaborative knowledge building (Cress & Kimmerle, 2008).”
- Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, unknown): “Individuals as well as communities learn and advances in the process of building and sustaining the communities (Cress & Kimmerle, 2008).”