Wiki‐supported learning and knowledge building: effects of incongruity between knowledge and information

Abstract

This study describes the empirical test of a theoretical model of knowledge building with wikis that was recently introduced by Cress and Kimmerle. The underlying assumption of this model is that both learning (as an internal, individual process) and knowledge building (as the creation of public knowledge) are based on the interplay between an individual's knowledge and the information available in the wiki. Incongruity between individual knowledge and the information contained in the wiki will lead to learning (through the acquisition of factual and conceptual knowledge) and to knowledge building (through assimilation and accommodation). In three conditions, the experiment provided the participants with different levels of incongruity between their individual knowledge and information in the wiki by varying the amount of information that was contained in the wiki, while the amount of information that the participants possessed was kept constant. As predicted, the results confirmed that a medium level of incongruity between an individual's knowledge and the information that a wiki contains will best support learning. Moreover, a medium level of incongruity leads to more accommodative knowledge building despite the fact that high and medium levels of incongruity will result in similar amounts of assimilative knowledge building. The implications of these findings were discussed in the concluding remarks.

Using Web 2.0 Technologies for Collaborative Learning in Distance Education—Case Studies from an Australian University

“…can be successfully integrated for collaborative learning amongst distance education students in both small and large groups. The role of Web 2.0 tools for knowledge creation, critical thinking and reflection has been discussed elsewhere (e.g., [14,20,[45][46][47][48]); Wenger et al [49] discuss technology and its role of in support of communities of practice. We focus in the remainder of this paper on what we have learnt from our case studies in terms of the student-teacher roles, and examine whether it is better to take a structured versus an emergent approach to design.…”

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

“…Research conducted on confirming the theorised co-evolution processes has produced promising results by analysing learning outcomes on individual and collaborative levels in wiki-based environments. Positive effects on processes of co-evolution of knowledge and individual learning have been reported with regard to incongruities between information sources (Kimmerle et al, 2011;Moskaliuk et al, 2009), positive effects between internal and external accommodation and assimilation processes (Kump et al, 2013;Moskaliuk et al, 2009) and on the polarity of information and redundancy of prior knowledge (Moskaliuk et al, 2012). These studies provided evident support for the co-evolution in wiki-based learning, but specifically addressed the construction of knowledge artefacts on the article level of wikis.…”

“…General processes of accommodation and assimilation that are triggered by conflicting knowledge have been identified in both systems (Kimmerle et al, 2011;Kump et al, 2013;Moskaliuk et al, 2009Moskaliuk et al, , 2012. In wiki-related research to date, individual differences regarding the processing of ambiguous information and new perspectives in controversial discussions have not been reported.…”

Using a Blog to Create and Support a Community of Inquiry in Secondary Education

“…Social technologies have become key features of leisure and work places, and are also starting to play a key role in education. Web 2.0 technologies have opened up new possibilities for open learning (Cole, 2009;Moskaliuk et al, 2009). In a short time we have shifted from a static Web in which users had a passive role to a dynamic, collaborative and participatory Web in which users have an active role, creating and sharing knowledge in a global Web setting.…”