Creating a welcoming climate, establishing relationships by showing genuine interest, relating to others, demonstrating acceptance and empathy, feeling emotionally and cognitively comfortable about participating in a discussion, and formulating initial thoughts on the discussion topic.
Published in Chapter:
Gender and Collaborative Knowledge Building in an Online Community of Inquiry
Constance E. Wanstreet (The Ohio State University, USA) and David S. Stein (The Ohio State University, USA)
Copyright: © 2011
|Pages: 16
DOI: 10.4018/978-1-61692-906-0.ch042
Abstract
This chapter addresses the implications of gender on participation, collaboration, and ultimately shared understanding and proposes a framework in which to examine collaborative knowledge building. Collaborative knowledge building depends more on the learning context and group member role than on gender exclusively. The collaborative knowledge-building process begins when group members become ready to participate by creating a welcoming climate, feeling emotionally and cognitively comfortable, and formulating initial thoughts on the discussion topic, among other activities. Connecting with one another to collaborate includes brainstorming, challenging perceptions, ensuring equality of voices, stretching their individual perspectives, and sharing experiences over time. Members achieve shared understanding by creating a new, joint perspective that emerges from their collective contributions.