This model helps explain adults’ collective learning that leads to knowledge that is valued by the community, whether it is a workplace community of practice or a community of inquiry in service to a neighborhood, for example. Collaborative knowledge building adds to the communal way of seeing the world rather than enhancing only an individual’s perspective. Knowledge building expands upon what is currently known about a subject to generate new ideas and concepts. A knowledge-building approach is appropriate when the subject matter is issue- or problem-focused rather than foundational. Our model arose from the following research:
Stein, D. S., & Wanstreet, C. E. (2011). Knowledge building online: The promise and the process. In V. C. X. Wang (Ed.), Encyclopedia of information communication technologies and adult education integration (pp. 985-998). Hershey, PA: IGI Global.
COMMIT TO LEARN
Stein, D. S., Calvin, J., & Wanstreet, C. E. (2009). How a novice adult online learner experiences transactional distance. Quarterly Review of Distance Education, 10(3), 51-57.
Contribution: In an online discussion-based course, learners share the responsibility for creating a space for learning where they can connect with one another and where they develop and share resources for learning.
BECOME READY TO PARTICIPATE
Stein, D. S., & Wanstreet, C. E. (2006). Discussion in a blended course: Risks and rewards. Academic Exchange, 10(4), 234-238.
Contribution: Instructors can supplement individuals’ experiences of conducting themselves in groups by offering examples of norms for the group’s consideration.
CONNECT TO COLLABORATE
Wanstreet, C. E., & Stein, D. S. (2011). Presence over time in synchronous communities of inquiry. The American Journal of Distance Education, 25(3), 1-16.
Contribution: Groups meeting online may benefit from coaching in the collaborative knowledge-building process.
ACHIEVE SHARED UNDERSTANDING
Stein, D. S., Wanstreet, C. E., Glazer, H. R., Engle, C. L., Harris, R. A., Johnston, S. M., Simons, M. R., & Trinko, L. A. (2007). Creating shared understanding through chats in a community of inquiry. The Internet and Higher Education, 10(2), 103-115.
Contribution: When synchronous discussions have a well-defined outcome, group members can achieve shared understanding.
SEEK COMMUNITY REVIEW
Stein, D. S., Wanstreet, C. E., & Glazer, H. R. (2010, August). The “truth” about online learning communities. Proceedings of the 26th Annual Conference on Distance Teaching and Learning, Madison, WI.
Contribution: Go beyond what individual groups generate to seek and incorporate feedback from other groups.
MAKE KNOWLEDGE CLAIM
Wanstreet, C. E., & Stein, D. S. (2010, June). When does a dissertation become knowledge? A case study. Annual Workforce Development and Education Student Forum 2010, The Ohio State University, Columbus, OH.
Contribution: Research doesn’t become knowledge until someone else cites it.