Different Words for the Same Concept: Learning Collaboratively From Multiple Documents

Jucks, Regina; Paus, Elisabeth

doi:10.1080/07370008.2013.769993

Cited by 19 publications

(13 citation statements)

References 54 publications

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“…When learners know that they can solve a joint task and reach their own learning goals only by pooling and integrating their complementary knowledge on core concepts, this interdependence renders collaboration meaningful and relevant, and thus increases individual motivation to participate (Buchs et al, 2004;Johnson & Johnson, 2009;Slavin et al, 2003). Additionally, some degree of knowledge interdependence is beneficial for fostering interactive knowledge co-construction, as differences in perspectives or opinions often lead to fruitful argumentation, elaboration, or mutual explanations (e.g., Jucks & Paus, 2013;Schwartz, 1995). Particularly positive motivational effects are reached when knowledge interdependence is combined with personal accountability, for example when learners expect to be tested regarding their individual knowledge about the whole range of core concepts (Johnson & Johnson, 2009).…”

Section: Benefits Of Knowledge Interdependencementioning

confidence: 99%

“…Its overall effectiveness has been demonstrated in reviews and meta-analyses (Hattie, 2009;Johnson & Johnson, 2009;Slavin, Hurley, & Chamberlain, 2003). In effective collaborative learning, peers co-construct new knowledge that goes beyond what any of them knew before (Chi, 2009;Deiglmayr & Spada, 2010), for example by integrating diverging perspectives and ideas (Jucks & Paus, 2013;Schwartz, 1995), or resolving socio-cognitive conflicts (Buchs, Butera, & Mugny, 2004). Nevertheless, effective collaboration does not occur automatically.…”

Section: Introductionmentioning

confidence: 99%

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Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

Deiglmayr

Schalk

2015

Learning and Instruction

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Abstract:Traditional jigsaw-type scripts create strong knowledge interdependence by distributing information on core concepts between learners. However, previous research indicates that such knowledge interdependence may hinder interactive knowledge co-construction by reducing learners' common ground on core concepts. In an experiment with undergraduates (n= 78) in three-person-groups, we contrasted two rationales for distributing information: (1) establishing strong knowledge interdependence by distributing knowledge on core concepts as in a traditional jigsaw-type script, and (2) establishing weak knowledge interdependence by distributing only contextual information in a modified jigsawtype script. Weak knowledge interdependence particularly benefitted low prior knowledge learners' transfer performance. Furthermore, it supported learners' interactive knowledge co-construction during collaboration, and this interactive co-construction mediated the effects of knowledge interdependence on individual learning. This study illustrates how collaborative and individual learning activities interrelate, and that a slightly modified jigsaw-type script makes a valuable addition to an instructor's toolbox.

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Section: Benefits Of Knowledge Interdependencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

Deiglmayr

Schalk

2015

Learning and Instruction

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“…This mechanism of deep knowledge elaboration causes learners to notice discrepancies in information or perspectives while socially interacting with others. This, in turn, allows learners to uncover misconceptions (Jucks and Paus 2013 ) and reconstruct their existing knowledge structures as well as establish new ones (Doise and Mugny 1984 ; von Aufschnaiter et al 2008 ).…”

Section: Learning Through Collaborative Argumentationmentioning

confidence: 99%

“…The most important feature of this type of consensus building is that learners do not accept contributions of their partners as they are; instead, they engage in mutual discussion. Thus, the effectiveness of argumentative exchange critically depends on the discourse partners’ efforts to deeply elaborate on and challenge their partner’s knowledge and arguments (e.g., Kuhn and Udell 2003 ; in computer-mediated settings see Jucks and Paus 2013 ; Paus and Jucks 2012 ).…”

Section: Learning Through Collaborative Argumentationmentioning

confidence: 99%

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

Mayweg-Paus

Zimmermann

et al. 2020

Educ Inf Technol

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In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.

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“…Once these are in place students can evaluate information, integrate it into existing belief structures, and create new knowledge. Both Jucks and Paus (2013) and Goldman and Scardamalia (2013) note the social aspect of creating meaning, and they emphasize the use of discussion when teaching multipledocument processing in general and the resolution of conflicting information between documents. Based on this research, the current study incorporates group discussion in the intervention, alternated by individual reading and reflection.…”

Section: The Role Of Synthesis In Text Comprehensionmentioning

confidence: 99%

Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment

Lundstrom¹,

Diekema²,

Leary³

et al. 2015

Comminfolit

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The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess students' levels of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis.Findings from the rubric analysis revealed that students appear to benefit from the synthesis lesson. The level of synthesis, however, remains low overall. In addition, the study showed that the different measures of synthesis established were able to identify different levels of information integration. Discovering effective ways to measure and teach synthesis continues to be essential in helping students become information literate. 60[ARTICLE]

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Different Words for the Same Concept: Learning Collaboratively From Multiple Documents

Cited by 19 publications

References 54 publications

Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment

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