The Impact of Group Membership on Collaborative Learning with Wikis

Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

doi:10.1089/cyber.2012.0254

Cited by 13 publications

(8 citation statements)

References 32 publications

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“…If rules and roles are important for individual learning, but remain unclear in a given situation, then people are bound to look for other indications of social preferences. Indeed, based on self-categorization theory (Turner, 1987), a study by Matschke, Moskaliuk, and Kimmerle (2013) identified people's group membership (see Tanis & Postmes, 2003) as a moderator that has an impact on individual learning in social contexts. This experiment showed that users integrated information into their cognitive systems to a different extent depending on whether the information originated from members of the in-group or from the out-group.…”

Section: Triggers and Moderators Of Internalizationmentioning

confidence: 99%

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Kimmerle

Moskaliuk

Oeberst³

et al. 2015

Educational Psychologist

Self Cite

112

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Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media.

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Section: Triggers and Moderators Of Internalizationmentioning

confidence: 99%

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Kimmerle

Moskaliuk

Oeberst³

et al. 2015

Educational Psychologist

Self Cite

112

View full text Add to dashboard Cite

show abstract

“…In this vein, we included group membership, in‐group size, out‐group size, leader's and aid workers' age and gender, and armed conflict setting. Previous organizational studies, including recent ones by Matschke, Moskaliuk, and Kimmerle () and Horwitz and Horwitz (), suggest a relationship between group membership and employees' learning performance. These insights highlight that group membership affects how people share, assess, and integrate information across groups.…”

Section: Methodsmentioning

confidence: 90%

How field office leaders drive learning and creativity in humanitarian aid: Exploring the role of boundary‐spanning leadership for expatriate and local aid worker collaboration

2017

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Summary Many humanitarian aid workers receive training prior to being dispatched into the field, but they often encounter challenges that require additional learning and creativity. Consequently, aid organizations formally support collaboration among the expatriate and local workers in a field office. At best, those aid workers would not only exploit their joint knowledge but also explore novel ways of managing the challenges at hand. Yet differences between expatriate and local groups (e.g., in ethnicity, religion, education, and salary) often thwart intergroup collaboration in field offices and, by extension, any joint learning or creativity. In response to this issue, we study the role of field office leaders—specifically, how their boundary‐spanning behavior may inspire collaboration between the two groups and therefore facilitate joint learning and creativity. We propose that a leader's in‐group prototypicality additionally catalyzes this process—that is, a leader's behavior has more impact if s/he is seen as representing his/her group. We tested and found support for our hypothesized moderated mediation model in a field sample of 137 aid workers from 59 humanitarian organizations. Thus, our study generally highlights the pivotal role that field office leaders play for crucial outcomes in humanitarian aid operations. Furthermore, we offer concrete steps for field office leaders who want to inspire better collaboration between the expatriate and local aid workers they lead.

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“…Wikipedia is one of the collaborative knowledge structures, which is a kind of group knowledge structure formed through independent work, discussions between the individuals and collaborative cognition process based on common understanding of cognitive object [27]. The social web stimulates learning through collaboration, in addition, individuals apply social selection strategies when considering information from Wikipedia [22]. After investigating the ways that participation in the Wikipedia community, Bryant et al [4] found that as individuals' participation becomes more central and frequent, their motivation seems to transform from a local focus on individual articles to become rooted in a concern for the quality of the Wikipedia content as a whole and the health of the community.…”

Section: Concept Frameworkmentioning

confidence: 99%

Value received from Participating in Virtual Communities and The Impact on Virtual Community Participation

Chou

Lii²

2013

JDCTA

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Wikipidia is a collaborative web site of knowledge sharing platforms. Based on a survey of 202 Wikipedians, this study develop a theoretical framework to examine the relationship between individual value (utilitarian/hedonic) received, group cohesiveness and virtual community participation. Result from structural equation modeling (SEM) analysis reveal that individual motivation has positive effect on virtual community participation. Hence, group cohesiveness moderates participants' motivations on virtual community participation. Most of the past studies on virtual networks knowledge contribution focused only on the individual level, this study address the literature gap by exploring group level and the mutual relationships between participants in virtual communities.

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The Impact of Group Membership on Collaborative Learning with Wikis

Cited by 13 publications

References 32 publications

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

How field office leaders drive learning and creativity in humanitarian aid: Exploring the role of boundary‐spanning leadership for expatriate and local aid worker collaboration

Value received from Participating in Virtual Communities and The Impact on Virtual Community Participation

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