Identifying knowledge-building phases in computer-supported collaborative learning: A review

Abstract

Collaborative learning is viewed as a social process that incorporates multiple phases of knowledge building (KB). These steps were illustrated in several collaborative knowledge-building models that were introduced in the literature. The models examine the relationship of processes that are associated with individual minds and those that are produced as an outcome of social processes. Usually, the process of KB is initiated when individuals interact with their social environment. One way to stimulate KB is by creating cognitive conflicts, which causes an individual to exit his personal cycle of learning and participate in a cycle of social interactions with his environment. In this review paper, we aim at studying the alignment between the knowledge-building (KB) model proposed by Stahl et al., and the reviewed studies in Computer Supported Collaborative Learning. By highlighting KB phases in different computer-supported collaborative learning (CSCL) platforms, phases that are not clear in some CSCL platforms will be identified, with some insights about the reasons behind the lack of support of these phases. Thus, how the phases of KB are affected by affordances of the CSCL platforms, will also be presented, with suggestions on how to modify the settings to promote different phases of knowledge building.