Students changing their conceptions of collaboration through computer-supported knowledge building

Abstract

This study explored the effects of knowledge building on fifth-graders` conceptions of collaboration. Data were from (1) notes posted online; and (2) a survey on students` conceptions of collaboration. Findings indicate the experimental class was able (1) to work beyond pre-determined fixed-group structure and engage in unplanned, emerging collaboration, and (2) to develop a more informed view of collaboration-i.e., seeing collaboration both as a means to support learning and to foster knowledge creation. © ISLS.