[Purpose/Significance] With the refinement of social division of labor and the improvement of professional requirements, teamwork has become a normal state of modern life, study and work, which not only helps the growth of individual knowledge, but also helps to promote team knowledge’s build. This study explores how members with different attitudes negotiate in the process of team knowledge building from the team perspective and the individual perspective. [Method/Process] This study recorded, transcribed and qualitatively coded 19 team discussions and collaborations by the experiment, constructed a coding framework for team knowledge building, and conducted qualitative and quantitative analysis of the team’s knowledge building process to explore the effect of degree of team attitudes differentiation on the knowledge-building negotiation process. [Result/Conclusion] In terms of team collaboration behavior, teams with inconsistent attitudes have more questioning, explaining, defending, resolving/shelving conflict-type interactions. In terms of team collaboration mode, teams with the same initial attitude generally reach an agreement in the early stage of discussion, but the content of their discussions is highly homogenized. Teams with smaller initial attitude differences can also reach a consensus in the middle and late stages of the discussion, and the collaboration process is smoother. Consensus was more difficult to reach in teams with large differences in initial attitudes or individuals with strong self-esteem. On an individual level, neutral roles play a certain coordinating role in the team.
[1] FARAJ S, JARVENPAA S L, MAJCHRZAK A. Knowledge collaboration in online communities[J]. Organization science, 2011, 22(5):1224-1239.
[2] 王东,董宇,刘国亮.个体视角下虚拟学术社区知识匹配机理与协同过程研究[J].情报科学, 2020, 38(3):23-28.
[3] WASKO M M, FARAJ S. "It is what one does": why people participate and help others in electronic communities of practice[J]. The journal of strategic information systems, 2000, 9(2/3):155-173.
[4] MIYAKE N. Computer supported collaborative learning[M]//The SAGE handbook of e-learning research. London:SAGE, 2007:248-265.
[5] PAAVOLA S, LIPPONEN L, HAKKARAINEN K. Models of innovative knowledge communities and three metaphors of learning[J]. Review of educational research, 2004, 74(4):557-576.
[6] ZHE W, PENGYI Z. User roles and behaviors in learning groups'online knowledge collaboration[J]. Library and information service, 2018, 62(7):77-87.
[7] HALL H, GRAHAM D. Creation and recreation:motivating collaboration to generate knowledge capital in online communities[J]. International journal of information management, 2004, 24(3):235-246.
[8] 裘江南,王婧贤.在线知识社区中团队异质性对知识序化效率的影响[J].情报学报, 2018, 37(4):372-383.
[9] BENBUNAN-FICH R, ARBAUGH J. Separating the effects of knowledge construction and group collaboration in learning outcomes of Web-based courses[J]. Information & management, 2006, 43(6):778-793.
[10] SAHNI S. Integrating assessments in innovative learning process[C]//The future of higher education in the Middle East and Africa. Cham:Springer, 2018:105-124.
[11] LEE E Y C, CHAN C K K, VAN AALST J. Students assessing their own collaborative knowledge building[J]. International journal of computer-supported collaborative learning, 2006, 1(1):57-87.
[12] BIGGS J B. Student approaches to learning and studying. research monograph[M]. Washington:ERIC, 1987.
[13] KOLODNER J L, CAMP P J, CRISMOND D, et al. Problembased learning meets case-based reasoning in the middle-school science classroom:putting learning by design (tm) into practice[J]. The journal of the learning sciences, 2003, 12(4):495-547.
[14] BROWN J S, COLLINS A, DUGUID P. Situated cognition and the culture of learning[J]. Educational researcher, 1989, 18(1):32-42.
[15] KIMMERLE J, CRESS U, HELD C. The interplay between individual and collective knowledge:technologies for organisational learning and knowledge building[J]. Knowledge management research & practice, 2010, 8(1):33-44.
[16] BEREITER C, SCARDAMALIA M. "Good moves" in knowledge-creating dialogue:preliminary sketch of a model[EB/OL].[2023-01-20]. http://ikit.org/dialoguemodel.pdf.
[17] VAN AALST J. Distinguishing knowledge-sharing, knowledgeconstruction, and knowledge-creation discourses[J]. International journal of computer-supported collaborative learning, 2009, 4(3):259-287.
[18] STAHL G. A model of collaborative knowledge-building[C]//Fourth international conference of the learning sciences. Mahwah:Erlbaum, 2000, 10:70-77.
[19] ARVAJA M. Personal and shared experiences as resources for meaning making in a philosophy of science course[J]. International journal of computer-supported collaborative learning, 2012, 7(1):85-108.
[20] 邱瑾,吴丹.用户协同信息检索行为与系统评价研究——以任务类型和协同能力为视角[J].现代图书情报技术, 2012(9):62-68.
[21] SORMUNEN E, TANNI M, HEINSTROM J. Students'engagement in collaborative knowledge construction in group assignments for information literacy[J]. Information research-an international electronic journal, 2013, 18(3):n3.
[22] ZHANG J, SCARDAMALIA M, LAMON M, et al. Sociocognitive dynamics of knowledge building in the work of 9-and 10-year-olds[J]. Educational technology research and development, 2007, 55(2):117-145.
[23] GAN Y, SCARDAMALIA M, HONG H Y, et al. Early development of graphical literacy through knowledge building[J]. Canadian journal of learning and technology, 2010, 36(1):1-28.
[24] MOSS J, BEATTY R. Knowledge building in mathematics:supporting collaborative learning in pattern problems[J]. International journal of computer-supported collaborative learning, 2006, 1(4):441-465.
[25] KARUNAKARAN A, REDDY M C, SPENCE P R. Toward a model of collaborative information behavior in organizations[J]. Journal of the American Society for Information Science and Technology, 2013, 64(12):2437-2451.
[26] TAO Y, TOMBROS A. How collaborators make sense of tasks together:a comparative analysis of collaborative sensemaking behavior in collaborative information-seeking tasks[J]. Journal of the Association for Information Science and Technology, 2017, 68(3):609-622.
[27] TAO Y, TOMBROS A. An exploratory study of sensemaking in collaborative information seeking[C]//Advances in information retrieval:35th European conference on IR research. Moscow:Springer, 2013:26-37.
[28] ONRUBIA J, ENGEL A. Strategies for collaborative writing and phases of knowledge construction in CSCL environments[J]. Computers & education, 2009, 53(4):1256-1265.
[29] KAPUR M, KINZER C K. Productive failure in CSCL groups[J]. International journal of computer-supported collaborative learning, 2009, 4(1):21-46.
[30] 甘永成,祝智庭.虚拟学习社区知识建构和集体智慧发展的学习框架[J].中国电化教育, 2006(5):27-32.
[31] 谢幼如,宋乃庆,刘鸣.基于网络的协作知识建构及其共同体的分析研究[J].电化教育研究, 2008(4):38-42, 46.
[32] 谢幼如,宋乃庆,刘鸣.网络课堂协作知识建构的群体动力探究[J].电化教育研究, 2009(2):55-58.
[33] GUNAWARDENA C N, LOWE C A, ANDERSON T. Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing[J]. Journal of educational computing research, 1997, 17(4):397-431.
[34] HENRI F. Computer conferencing and content analysis[J]. Collaborative learning through computer conferencing:the Najaden papers, 1992, 90:117-136.
[35] CURTIS D D, LAWSON M J. Exploring collaborative online learning[J]. Journal of asynchronous learning networks, 2001, 5(1):21-34.
[36] BOHNER G, DICKEL N. Attitudes and attitude change[J]. Annual review of psychology, 2011, 62:391-417.
[37] LIU J, ZHANG P. How to initiate a discussion thread?:exploring factors influencing engagement level of online deliberation[C]//Sustainable digital communities:15th international conference, iConference 2020. Boras:Springer International Publishing, 2020:220-226.
[38] HARDIN C D, HIGGINS E T. Shared reality:how social verification makes the subjective objective[M]. New York:Guilford Press, 1996.
[39] ZORN T E, ROPER J, BROADFOOT K, et al. Focus groups as sites of influential interaction:building communicative self-efficacy and effecting attitudinal change in discussing controversial topics[J]. Journal of applied communication research, 2006, 34(2):115-140.
[40] LEVITAN L C, VERHULST B. Conformity in groups:The effects of others'views on expressed attitudes and attitude change[J]. Political behavior, 2016, 38:277-315.
[41] NEMETH C, CHILES C. Modelling courage:the role of dissent in fostering independence[J]. European journal of social psychology, 1988, 18(3):275-280.
[42] TROLDAHL V C, POWELL F A. A short-form dogmatism scale for use in field studies[J]. Social forces, 1965, 44(2):211-214.
[43] ARGOTE L, DEVADAS R, MELONE N. The base-rate fallacy:contrasting processes and outcomes of group and individual judgment[J]. Organizational behavior and human decision processes, 1990, 46(2):296-310.
[44] SORKIN R D, HAYS C J, WEST R. Signal-detection analysis of group decision making[J]. Psychological review, 2001, 108(1):183.
