Construction of shared knowledge during collaborative learning

Abstract

This study reports preliminary findings from a study that investigated (1) the kind and extent of shared knowledge constructed after collaborative learning and (2) the relationship between the construction of shared knowledge and individual learning. In this study, college dyads collaborated to learn a biology concept. Preliminary findings showed that pairs shared similar mental models and knowledge pieces after collaborative learning and that the amount of collaborative knowledge is related to the amount of learning. Such results suggest that pairs engage in shared learning activities during collaboration which seems to lead to increased learning. Ideas for further analysis are discussed as well as implications of this study for a computer support system for collaborative learning.