Knowledge convergence in computer - mediated learning environments . Effects of collaboration scripts

So far, knowledge convergence has been a widely neglected aspect of collaborative knowledge construction. Collaborative learners contribute their individual knowledge resources, discuss the contributions of their learning partners, and eventually synthesize their individual perspectives. In collaborative knowledge construction groups of learners may be characterized by convergence or divergence of knowledge. Knowledge convergence is defined here as the amount of knowledge concepts that learners share. Different aspects of knowledge convergence can be investigated in collaborative knowledge construction (Fischer & Mandl, 2001). (1) Resource homogeneity. Resources of the learning partners, e.g., prior knowledge, may vary or can be highly similar. (2) Process convergence. Process convergence means that learners communicate individual knowledge and that learning partners internalize these knowledge concepts. (3) Outcome convergence. Finally, the group-to-individual-transfer of shared knowledge must be considered. Outcome convergence indicates to what extent learning partners are able to apply the shared knowledge in the individual condition. Learners may converge with respect to different knowledge aspects. In the context of collaborative knowledge construction, learners may focus on central aspects of a problem case and also regard multiple perspectives on a problem case (Weinberger, Fischer, & Mandl, 2003). In this study we distinguish therefore focused and multi-perspective knowledge and inquire to what extent learners converge towards each of these knowledge aspects. Cooperation scripts aim at the facilitation of processes of collaborative learning. Scripts specify, sequence and possibly assign activities to collaborative learners. Learners are expected (or to some degree coerced) to follow the script prescriptions and consequently, engage in productive learning activities (O'Donnell, 1999). These activities can be allocated to various process dimensions in problem-oriented learning environments (Fischer, Bruhn, Gräsel, & Mandl, 2002). (1) Scripts may provide a structure for the epistemic activities of collaborative learners. Epistemic activities describe how learners deal with the learning tasks. Epistemic collaboration scripts (ECOS) may therefore facilitate process convergence by providing a shared focus on the task. (2) Scripts may also structure the social modes of interaction of learners. The social modes indicate how learners interact with each other, e.g., how they relate their contributions to contributions of their learning partners. Social collaboration scripts (SCOS) may, for instance, facilitate knowledge convergence by guiding learners to contribute their individual knowledge resources. The combination of both social and epistemic scripts may focus the learners on specific tasks and simultaneously demand learners to share their knowledge resources. Social and epistemic scripts may have differentiated effects on process …