Collaborative knowledge building process: an activity theory analysis

摘要

Purpose – Collaborative knowledge building (CKB) is seen as a means for achieving desired learningoutcomes as well as facilitating sharing and distribution of knowledge among community members.However existing CKB studies do not appear to identify and account for the tools used by groups (atindividual and group level) as part of the CKB process. The paper aims to address this issue. Design/methodology/approach – The paper describes a group knowledge building exercisewithin an educational context using activity theory as a descriptive data analysis tool. Data analysisinvolved conceptualising the CKB process as an activity system in which the group worked towards ashared object and identifying the ensuing contradictions in the CKB activity system. Findings – Results from the analysis illustrate participants' use of reflective thinking processes forresolving contradictions and as a tool for articulating knowledge and developing a sharedunderstanding. Two types of contradictions are identified from the analysis resolving which helpedthe group to achieve their objective. The efficacy of using activity systems as a holistic and flexibleunit of analysis for studying CKB is illustrated through discussion of the results. Research limitations/implications – The results have educational research implications in termsof developing research tools for analysing CKB, collecting data from a group context, and developingtools for improving group-work. Practical implications – The results have practical implications in terms of building knowledgefrom experience within knowledge communities. Originality/value – One of the outcomes of the study is the identification of developmental andreflective contradictions which highlight the issues that when addressed allow for successfulachievement of the object (or to some degree of success), as well as a richer deeper experience for theparticipants.