Talking About Reasoning: How Important Is the Peer in Peer Collaboration?

Teasley, Stephanie D.

doi:10.1007/978-3-662-03362-3_16

Cited by 164 publications

(200 citation statements)

References 16 publications

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“…Knowledge sharing can be a unidirectional process, whereby learners attain similar knowledge levels with the help of peers, teachers or learning material, e.g., a learner points out a new idea and a learning partner takes over this idea. There Knowledge Convergence 7 are indications, however, that learners particularly benefit from more transactive forms of knowledge sharing in collaborative learning, e.g., when learners construct counterarguments after being confronted with knowledge divergent to their own or when they share a focus in discourse and build on the contributions of their learning partners (see Barron, 2003;De Lisi & Goldbeck, 1999;Teasley, 1997).…”

Section: Knowledge Convergence Processesmentioning

confidence: 99%

“…The transactivity approach suggests analysing learners' social mode of coconstruction, depicting how strongly and in what ways learners refer to the contributions of their learning partners (Teasley, 1997). Transactivity is the degree to which learners refer and build on others' knowledge contributions, and has been found to be positively related to individual knowledge acquisition in collaborative scenarios (Teasley, 1997).…”

Section: Knowledge Convergence Processesmentioning

confidence: 99%

“…Transactivity is the degree to which learners refer and build on others' knowledge contributions, and has been found to be positively related to individual knowledge acquisition in collaborative scenarios (Teasley, 1997). In completing tasks in which they are required to arrive at joint conclusions, learners may build on each others' contributions in different ways and to different degrees.…”

Section: Knowledge Convergence Processesmentioning

confidence: 99%

“…Whereas quick consensus building signifies the simple acceptance of those ideas which learning partners contributed and primarily serves the continuation of discourse, integration-or conflict-oriented consensus building is seen to mediate learners building on each others' reasoning and sharing knowledge. Conflict-oriented consensus building is regarded as one of the highest transactive social modes, requiring learners to refer to aspects of peers' contributions with which they disagree and provide modified or alternative ideas (Teasley, 1997).…”

Section: Knowledge Convergence Processesmentioning

confidence: 99%

“…Several approaches to collaborative learning highlight the idea that collaborative learners mutually influence the learning outcomes of their partners (e.g., De Lisi & Goldbeck, 1999;Roschelle, 1996;Teasley, 1997). As a result of this reciprocal influence, groups of learners may have developed shared knowledge that they can apply to jointly solve future problems more efficiently (Cannon-Bowers & Salas, 2001).…”

Section: Knowledge Convergence Outcomesmentioning

confidence: 99%

See 4 more Smart Citations

Knowledge convergence in collaborative learning: Concepts and assessment

Weinberger

Stegmann

Fischer

2007

Learning and Instruction

232

133

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This is a pre-print version of the journal article, published in Learning and Instruction, 2007, 17 (4), copyright of Elsevier Ltd. http://dx.doi.org/10.1016/j.learninstruc.2007.03.007In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. This article conceptualizes knowledge convergence and further provides measures for its assessment prior to, during, and subsequent to collaborative learning. In an exemplary study in the field of computer-supported collaborative learning with forty-eight (48) locally distant participants in 16 groups of three, we apply these measures and analyze the extent to which a computer-supported collaboration script can affect knowledge convergence. The study provides evidence for the applicability and sensitivity of the proposed knowledge convergence measures. Findings demonstrate that the instructional support increased productive divergence during collaboration and convergent individual outcomes

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Section: Knowledge Convergence Processesmentioning

confidence: 99%

Section: Knowledge Convergence Processesmentioning

confidence: 99%

Section: Knowledge Convergence Processesmentioning

confidence: 99%

Section: Knowledge Convergence Processesmentioning

confidence: 99%

Section: Knowledge Convergence Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

Knowledge convergence in collaborative learning: Concepts and assessment

Weinberger

Stegmann

Fischer

2007

Learning and Instruction

232

133

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Collaborative learning effects when students have complete or incomplete knowledge

Retnowati

Ayres

Sweller

2018

Applied Cognitive Psychology

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Cognitive load theory was used to hypothesize that the effectiveness of collaborative learning is moderated by the completeness of the prerequisite knowledge bases of group members. It was predicted that when group members have gaps in their knowledge base that can be filled by other group members, collaborative is superior to individual learning. In contrast, if group members have no prerequisite knowledge gaps, then collaborative learning is redundant and as a consequence inferior to individual learning. To test these, 58 grade 7 Indonesian students were randomly assigned to work collaboratively or individually on intermediate mathematics problems, with either full knowledge or gaps in their knowledge base. The results indicated that with gaps, collaboration led to superior learning. However, with a more complete knowledge, individual learning was superior to collaborative learning due to redundancy effects. The results suggest that collaboration does not always lead to superior learning compared with individual study. KEYWORDScognitive load theory, collaborative learning, impact of knowledge base

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The Instructional Effects of Knowledge-Based Community of Practice Learning Environment on Student Achievement and Knowledge Convergence

Draper

2013

Perf. Improvement Qrtly

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The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. “Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing” (Cook & Brown, 1999, p. 381). This article explores the evidence of knowledge convergence in online knowledge‐based communities of practice (CoPs). Learning outcomes assessed declarative knowledge, convergence, and knowledge application. A comparison group (self‐paced design) was used to draw conclusions about the differential effects of knowledge‐building strategies on these learning outcomes. The results show there was a difference in pretest and posttest scores and positive evidence of knowledge convergence. The findings pointed to higher posttest scores and higher level of convergence in the online CoP strategy.

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Talking About Reasoning: How Important Is the Peer in Peer Collaboration?

Cited by 164 publications

References 16 publications

Knowledge convergence in collaborative learning: Concepts and assessment

Knowledge convergence in collaborative learning: Concepts and assessment

Collaborative learning effects when students have complete or incomplete knowledge

The Instructional Effects of Knowledge-Based Community of Practice Learning Environment on Student Achievement and Knowledge Convergence

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