Fostering sharing of unshared knowledge by having access to the collaborators’ meta-knowledge structures

The present experimental study focuses on two problems occurring in computer-supported collaborative learning situations: First, it has been empirically proven that groups discuss mainly shared information, that is, information already known to all group members, while unshared information, that is, information known to only one member, is often neglected. However, such unshared information could be task-relevant. Therefore, taking unshared information into consideration should be fostered. Second, Wegner’s theory of transactive memory system points out that groups perform better when the group members are informed about their collaborators’ knowledge. However, acquiring correct knowledge about what others know is difficult. An approach for solving these two problems is introduced which provides the group members with the collaborators’ meta-knowledge structures by means of digital concept maps. The study compares 20 triads with spatially distributed group members that had access to their collaborators’ meta-knowledge maps with 20 triads collaborating without these maps. Results showed, as expected, that the triads having been provided with such maps started sooner to discuss unshared information, applied more of their collaborators’ unshared information, and processed unshared information more deeply. Additional results, however, demonstrated in contrast to Wegner’s theory that being informed about the collaborators’ meta-knowledge is not sufficient to increase group performance.

► An empirical study was conducted in a computer-supported collaborative setting.
► Seeing the partners’ meta-knowledge structures is helpful for distributed groups.
► It fosters sharing, processing, and applying of unshared knowledge.
► However, it is not sufficient to increase collaborative problem-solving.