Understanding Distributed Cognition in Moderated Chat Rooms: A Preliminary Analysis

Abstract

This study evaluates higher order perception, cognition, and individual-cultural differences under which moderated chat rooms may provide an effective alternative for students reviewing business information system course material in preparation for examination. Chat rooms comprise a form of groupware that can facilitate distributed cognition among higher education participants in the form of information-sharing. This study continues previous research (McNeese, et. al., 2002) that indicated problem solving and constructivist learning are socially constructed, situated in practice and context specific. The premise of this paper is that with proper design a cognitive task, such as students reviewing for exams, can be effectively supported even within the possible constraints of simple chat rooms. A potential benefit to students, based on previous research, is that groupware such as chat rooms can provide a constructivist learning environment and an equality of participation in group discussions (Benbasat and Lim 1993). Initial results indicate the possibility to create social constructs whereby students with limited individual problem solving capabilities can be trained in a naturalistic setting to successfully acquire and transfer knowledge.