Learning by Constructing Collaborative Representations: An Empirical Comparison of Three Alternatives

Given the explosive growth in the use of computer media for learning and the wide range of choices available to designers of online learning tools, it is crucial to understand how these design choices may influence learning. This study evaluated the influence of tools for constructing representations of evidential models on collaborative learning processes and outcomes. Pairs of participants worked with one of three representations while investigating complex science and public health problems. Dependent variables included quantity of discourse about evidential relations (“for” and “against”) and two learning outcome measures. Significant effects of tools on learning processes were found, although there appears to have been insufficient time for these process differences to influence learning outcomes.