Can Knowledge Awareness Tools Help Seek Learning Partners with Complementary Knowledge?

The present study aims to empiricaly demonstrate the viability and benefits of an awareness-based approach to diversify knowledge between potential learning partners. Groups of four learners studied lesson material on biology. After a knowledge test, the groups were to form collaborative learning dy...

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Bibliographic Details
Published in:IEEE transactions on learning technologies 2018-07, Vol.11 (3), p.334-341
Main Authors: Kozlov, Michail D., Buder, Jurgen, Thiemann, Daniel
Format: Article
Language:English
Subjects:
Biology
Collaboration
Collaborative learning tools
Collaborative work
College Science
College Students
Computation
Computer Assisted Instruction
Control Groups
Cooperative Learning
Correlation
Education
Electronic mail
Experimental Groups
Foreign Countries
Knowledge
Knowledge Level
knowledge sharing
Learning
Mathematical analysis
Online Courses
Peer Teaching
peer tutoring
Perception
Science Instruction
social learning techniques
Tutoring
Viability
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Summary:The present study aims to empiricaly demonstrate the viability and benefits of an awareness-based approach to diversify knowledge between potential learning partners. Groups of four learners studied lesson material on biology. After a knowledge test, the groups were to form collaborative learning dyads. Based on the test, a novel knowledge discrepancy calculation tool discerned group configurations with maximal and minimal discrepancies in knowledge between potential learning partners. In the experimental condition, groups were made aware of the results of this calculation; in the control condition, groups were asked to form dyads absent any additional guidance. The significant majority of groups in the experimental condition formed dyads with maximal knowledge discrepancy between partners. The majority of groups in the control condition formed dyads based on factors unrelated to learning. We anticipated that in dyads with discrepant knowledge, partners will be better able to fill each other's knowledge gaps. Although a significant difference between conditions did not transpire, there was a significant correlation between knowledge discrepancy and learning gain across conditions. The implications of these findings for effective learning group organization are discussed; implementation of the calculation tool in classrooms and MOOCs is proposed.
ISSN:1939-1382
1939-1382
2372-0050
DOI:10.1109/TLT.2017.2740173