Computer support for knowledge construction in collaborative learning environments

As society becomes more complex, complexity becomes part of our education. Education nowadays witnesses complex problem solving tasks and multidisciplinary teamwork. Although multidisciplinarity is a prerequisite for the knowledge construction imposed by these tasks, it is in no way a guarantee. Multidisciplinary teams need common ground to enable the knowledge construction needed for complex problem solving. A framework for knowledge construction inspired the design of computer support for knowledge construction. The basic support principle consisted of making individual perspectives explicit. This principle was embedded in a collaborative learning environment in three ways, which differed in the extent to which users were coerced to adhere to the embedded support principles. High coercion, as expected, resulted in more explicit negotiation of common ground. Intermediate coercion resulted in the least common ground, because it strongly disrupted typical group processes.