An Analytical Study of the Patterns of Collective Knowledge Progress in CSCL

It is important to understand how groups contribute to collective knowledge advancement. This study use social network analysis, social semantic network analysis, and cognitive network analysis to compare the effects of social interactions, collective knowledge construction, and shared epistemic agency on collective knowledge advancement in high and low achievement groups in collaborative learning. The study population consisted of 77 college students (12 groups) who engaged in three online collaborative learning sessions over the course of a semester. Analyzing 955 discussion posts, 455 quiz assignments, and 36 group works reveal differences in the performance of different groups in collaborative learning. The results show that the high-achieving group demonstrate higher levels of social activism, with the emergence of 1-2 outstanding leaders; excels at summarizing, co-constructing, and applying new knowledge. The low-achieving group has inactive social interactions, no good leaders, and more marginal learners. Difficulty in sustaining discussions and low level of collective knowledge construction. Low levels of epistemic agency and too many managerial behaviors to facilitate knowledge construction and application. The results of the study provide researchers and teachers with insights into collective knowledge progress differences to inform instructional interventions.