Proceeding of the 3rd International Conference on Informatics and Technology, 2009

K-WORKSPACE FRAMEWORK TO SUPPORT COLLABORATION AND

KNOWLEDGE BUILDING AMONG STUDENTS
Mahathir Yusof1, Salimah Mokhtar2
Faculty of Computer Science and Information Technology,
University of Malaya, 50603 Kuala Lumpur, Malaysia
1
Email: mahathir@pajpm.gov.my, 2 Email: salimah@um.edu.my

Abstract
This paper discusses the development of a Knowledge Workspace (K-Workspace) framework which in turn serves as
the K-Workspace system’s foundation to support students in collaborative learning and knowledge building. The K-
Workspace enable students to work collaboratively with peers, maintain communication, combine effort in knowledge
building and create joint submission on a given assignment. The proposed framework incorporated insights from various
theories of learning such as cognitive and social constructivism, collaborative learning and computer supported
collaborative learning (CSCL).

1. Introduction
Enabling people to work collaboratively in groups and gain knowledge despite the constraint of time, place and
distance is possible with the maturity of information technology (IT) today. Academia communities are able to
communicate via online computer mediated tools, such as email, instant messaging, and discussion board. In addition to
meet the demand for knowledge sharing, variety of courseware, groupware and web-based learning applications were
developed and are readily available in the market.

This paper presents the development of a K-Workspace framework which in turn serves as the K-Workspace system’s
foundation to support postgraduate students in collaborative learning and knowledge building. The system enables the
students to work collaboratively in group, maintain communication, cooperate in knowledge building and compose joint
submission on a given assignment. Students are also able to share ideas, knowledge and documents among them in the
system. As been pointed out by Gardner, the greatest challenge in any educational endeavor is to cater the differences in
learning styles and to correct the assumption that everyone can learn the same materials in the same way [1]. The
challenge here is to provide an ideal learning platform that can accommodate various learning styles and allow students
with different backgrounds to learn and work together and achieved the learning goals.

2. Literature review
This section serves as the backbone for this paper. It discusses the overview of Information and Technology (IT) in
education field in Malaysia, the theoretical framework used in this research and how collaborative learning support the
students’ group activities with its processes and features. The discussion continues with the explanation on the ‘System
Processes during Collaborative Activity’ framework developed by Dimitracopoulou [2] and Stahl’s Knowledge-Building
Process Model [3].

2.1. Role of online technology in education

The growth in the use of online technology has created an open environment sharing culture in a network community.
Internet’s users today, can be seen as willingly share their opinions, daily activities and resources in multimedia rich
applications such as web 2.0 technology, wikis, blogging, facebook, MySpace and flicker, just to name a few. One
example of the earliest application, where internet users can freely shares opinion or make comments on certain topics is a
text form, asynchronous threaded discussion. Suthers et al., [4] concluded that newsgroup participants are motivated to
offer advice or assistance when they received positive feedbacks or when people highly regard them as the experts. Based
on these assumptions, it is believed that the online technologies can somehow encourage an online sharing culture within
the network community and therefore can be manipulated and utilized into the learning context. The more interaction

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involves between the students and their peers in a group and between students and lecturers will benefit them to gain
positive and successful learning.

2.2. The 3C’s 1S theoretical framework

Four main theories of learning namely cognitive constructivism, social constructivism, collaborative learning and
computer supported collaborative learning (CSCL), namely as 3C’s 1S, has been chosen as a theoretical framework in this
research as shown in Figure 1 below.

Figure 1: The 3C’s 1S theoretical framework

2.2.1 Cognitive constructivism

Cognitive constructivism theory by Jean Piaget indicates that individual construct new ideas or concepts based on their
previous experience or current understanding on certain issues. Although, the cognitive theory focuses more on
developing new knowledge individually, it does not deny the need for social interaction. This supports the argument that
learning is a kind of social activity [5].

2.2.2 Social constructivism

Vygotsky’s theory of constructivism emphasizes that new knowledge is created through social interactions. The social
interaction can involves a dialogue with a minimum group of two people. Therefore, in the information edge era,
Vygotsky’s theory regarding social constructivism is absolutely relevant. Technology such as Internet and email is an
enabler to provide platforms for communication and construction of meaning. Thus, will leads to the accomplishment of
goals of a social constructivism that focuses to the construction of knowledge and meaning-making in a social setting.

2.2.3 Collaborative learning

Although this type of learning is not new and has established for a long period of times, researchers are still study and
finding ways for effective collaborative learning approaches. For example, Bannon [6] noted that the technology is only
the means to any social practices surrounding its use. Merely providing a physical or electronic connection between
people does not guarantee that any collaborative learning can takes place. The important thing is to create a social activity
through which learning can occur.
Collaborative learning approaches usually requires student to contribute opinions, experiences, information, skills and
attitudes during discussion and this will develop their social and inter-personal skills. At the same time, students can also
gain critical thinking skills through the process of judging, valuing, supporting or opposing different viewpoints. These
are the needed critical skills in order to be successful in modern society. It also provides student with an affective support
and a sense of belonging, which promote student participation and community-building [7].

2.2.4 Computer supported collaborative learning (CSCL)

Vita [8], explains that CSCL can be characterized by the need to have both ‘working space’ and ‘learning space’. This
definitely support the argument from Gutwin [9] which says that there is some research done and shows that shared

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workspaces are valuable for distributed collaboration. In addition, Mahdizadeh [10] strongly emphasizes that CSCL,
supported by technology can foster peer interaction and group works, facilitate knowledge construction, distribute
knowledge and expertise among community members.

2.3 Dimitracopoulou’s framework

Dimitracopoulou framework [2] is referred as a reference for understanding the collaborative learning environment
settings. Figure 2 shows the framework illustrated by Dimitracopoulou [2]. The consideration is to look at the system as a
whole with a generic collaborative learning system functions. It is also about on how the system processes the whole
interaction, what function it assures and to whom it is addressed. Tools for action and dialogue are available for the
individual user to use, to assist them working in a private workspace or to collaboratively working with peers in a shared
workspace. Users could also use the repositories tool to manage their work. The design framework also emphasizes on
four fundamental consideration factors.

i) A vision of all agents and cognitive systems involved in collaboration learning settings
ii) A complete view of the necessary tools and functions supporting collaborative learning
iii) A vision of a mixed category of collaborative learning system
iv) A vision of the control of the collaborative process as distributed to all the Agents

Figure 2: Dimitracopoulou’s framework

2.4 STAHL’s collaborative knowledge building process model

This paper also refers to Stahl’s collaborative knowledge-building model to understand the knowledge building process
and as a foundation structure to illustrate collaborative knowledge-building as a group activity. The Stahl model as shown
in Figure 3 illustrates a structured process-level that foster collaborative knowledge building. Stahl [3] says that one’s
personal belief that has been captured during activity in the world can be articulated into language. This personal belief
then can be taken up into a social interaction and can be discussed from the multiple perspectives of students.

This process will eventually involve conflict thus created more refined topic of discussion or ideas due to the conflicts.
During discussion, students will make arguments on each other’s view and try to produce clarification in differences. A
clarification of differences in interpretation and terminology will produce a shared understanding perspective among
students. This is a starting point for students to achieve agreement or at least mutual understanding. The students will
continue the discussion to negotiate or constructing knowledge and if the negotiation process does result in common
acceptance, then such result is accepted as knowledge. Stahl’s model also emphasizes that knowledge produced at every
phases of knowledge building phases, should be captured and stored for references for future use.

3.0 K-Workspace framework

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The K-Workspace framework is an adjusted system process framework. This framework is adapted from the collaborative
framework designed by Dimitracopoulou [2] combined with the knowledge building process model by Stahl [3].

Figure 3: Stahl’s collaborative knowledge-building model

The integration between the knowledge building processes and collaborative learning environment is vital as it represent a
collaborative knowledge building learning environment named K-Workspace System. The K-Workspace framework is
illustrated in Figure 4 below. The framework consists of three fundamental elements as described in the next section.

Figure 4: The K-Workspace Framework

3.1 Agents involves in the collaborative learning and knowledge building

The K-Workspace System involves agents as the user of the system and to play their roles in order to let the collaborative
learning and knowledge building environment successful.
• Individual - a student who study alone and manage his/her study materials independently.
• Groups of students - involve a number of students per group. Each student in a group can perform a collaborative
discussion and activities within their group. The students could also share their learning materials with their team
members. Primarily, group knowledge arises in discourse and is preserved in linguistic artifacts, whose meaning is
interpreted within group processes [3].
• Lecturers - can be an enabler and moderator in the collaborative learning and knowledge building environment. Basic
functions for the lecturers are to form the groups of students, manage all the learning materials such as uploading
assignments and notes into the system.

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3.2 Tools and functions supporting collaborative learning and knowledge building

In order to support the collaborative learning and knowledge building process, each agent in the system needs some basic
tools to function in the system. These general functions are:

• Workspaces
Workspaces function consists of personal workspace and group workspace. Personal workspace is the place where each
of the students can construct and articulate their beliefs into personal perspective on a topic based on task given by their
lecturer. This place is just like a personal learning place where student can add their personal notes, documents and sub
folders. The student can come back and review back their learning materials, edit and then copy them to a group learning
place.

Group workspace is a place where the students share their learning materials with their group members. It is also a facility
for students to organize the group’s task or project, and can contain all information regarding the project and the group
itself.

• Course management
This function allows lecturers to form groups and manage their learning materials such as course contents, descriptions,
assignments and uploading the materials into repositories in the system. All the contents can be accessed by the registered
students of the K-Workspace System.

• Action and discussion

This refers to the function that enables communication at anytime between students or even a student and a lecturer. These
tools help to sustain collaboration and foster knowledge building among the groups of learner. These tools consist of
asynchronous and synchronous tools and normally it produces an action, text production and dialogue tools. The
interaction of students in the system can be done by using various tools such as email, chat and forum.

4.0 Knowledge building process

Stahl’s model [3], illustrates a conceptual model to describe the process by which groups build knowledge. The processes
involve are divided into a number of sub processes that consists of a cycle of personal understanding and social
knowledge building. Based on the Stahl’s model in Figure 3, the arrows represent transformation of processes and the
rectangles represent the products of these processes. According to Singh & Whymark [11], “the process of CKB moves
through personal beliefs and knowledge which is articulated in the cycle of personal of understanding, to the interaction of
those beliefs in the social knowledge building cycle for developing shared understanding and knowledge artifacts”. The
idea of knowledge building process in the K-Workspace System Framework is how students use their own personal
perspective or belief and articulates it into words and moves this perspective into a social interaction and discussion in
groups. This will lead to a collaborative communication between the students toward shared knowledge among them. The
social interaction and discussion will produce a group perspective or group knowledge. Students will use the group
knowledge to update and refine their personal perspective or belief on the discussed issue. Based on the analysis of Stahl’s
theory [3], the interpretation of the process of collaborative knowledge building is concluded. The description of each
phase is described below:

• Articulate ideas
This is where student, individually based on their personal beliefs articulate their personal perspective of a particular
issue. Their personal perspectives will later become part of common knowledge through social interaction, discussion
and negotiation in their group.

• Compare perspectives
Students share and compare their personal views with others in the groups. Through this process, students can find
similarities and differences in their personal views.

• Consider alternatives
Usually, during the process of comparison, will lead to conflicts and involves issue that need to be resolved through
further discussion.

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• Argue, clarify and negotiate

Students involve in argumentation process to argue about comments of each group of members’ ideas, to clarify the
meaning of terms and the issue being discussed. Students are also trying to build solution to reach consensus. If the
students are able to convert the indifferent of earlier perspectives into a refined and shared understanding, then such result
is accepted as group knowledge.

• Promote shared understanding

Students share knowledge constructed and defines it into well structured and integrated group perspectives. Students
collaboratively create article that reflect their group’s perspective and ended up with one collaborative group work.

5.0 Opportunities for computer support

The following key characteristics are identified to be the important focus points of the development on the prototype of
the K-Workspace System.

• Support individual and group work

• Awareness of other students in a group and their work environments
• Support formal and informal knowledge collaborative works
• Able to use and manipulate objects and materials in collaborative works
• Support asynchronous and synchronous mode of communications

Apart from that, this paper also recognizes the opportunities for computer support corresponding to the cycle of the
knowledge building process. These communication tools will encourage students to work collaboratively in their group,
maintain communication, make joint effort in knowledge building and make joint submission on the given assignment,
thus enhance their learning process to gain knowledge. The proposed communication tools for the K-Workspace System
are email, discussion board, chat, document sharing, online whiteboard and wiki.

6.0 Collaborative and Knowledge Building Support

The K-Workspace System is a viable system for supporting collaborative and knowledge building among students in
group. The system does provide means for the students to achieve knowledge building through individual and social
context via all appropriate functional design, during the accomplishment of the assignment. Table 1 summarizes the
analysis on how the system support knowledge building and sharing during the collaborative group work among the
students. It shows how the system being used to facilitate the process of articulating ideas, view and compare perspectives
from other group members, can be further developed until the students reached shared understanding.

7.0 Summary
This research has achieved its objective and optimistically it will be useful to improve learning especially in E-Learning
domain area. The K-Workspace framework is grounded and incorporated in well established learning theories such as
shown in the 3C’s 1S theoretical framework. The K-Workspace System also provides appropriate tools to support and
facilitate the interaction and collaborative works between students in group. These synchronous and asynchronous
communication tools make the learning process become more interactive, effective and interesting. Furthermore, by using
this system, students are also free to explore the knowledge and learn on their own without depending much on their
lecturers and textbook.

10. References
[1] H. Gardner, “Multiple Intelligences: The Theory in Practice”, New York: Basic Books, 1993.

[2] A. Dimitracopoulou, “Designing Collaborative Learning Systems: Current Trends & Future Research Agenda”, Learning
Technology & Educational Engineering Laboratory, University of the Aegean, Greece, 2005.

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[3] G. Stahl, “A model of collaborative knowledge-building”, in Proceedings of Fourth International Conference of the Learning
Sciences (ICLS 2000), Ann Arbor, MI, pp. 70-77, 2000.

[4] D. Suthers et al., “The effects of representation on students Elaborations”, in collaborative inquiry”, in Proceedings of CSCL 2002,
G. Stahl (ed), Boulder, Colorado. Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 472–480, 2002.

[5] C. Leung et al., “Knowledge Management System for Electronic Learning of IT Skills”, in Proceedings of the 8th ACM SIGITE
conference on Information Technology Education, Destin, Florida, pp. 53-58, 2007.
[6] L. J. Bannon et al., “Shifting Perspectives on Organizational Memory: From Storage to Active Remembering”,in Proceedings of the
29th Annual Hawaii International Conference on System Sciences, pp. 156, 1996.

[7] So, H,-J. et al, “Conflicts in pedagogical and technical knowledge: pre-service teachers' understanding and misconception of
integrating technology into PBL lessons”, Proceedings of the 7th international conference on Learning sciences, Bloomington, Indiana,
pp.994-995, 2006.

[8] H. H. Vita,”CSCR: Computer Supported Collaborative Research”, School of Electronics and Computer Science, University of
Southampton, United Kingdom, 2006.
[9] C. Gutwin et al., “Supporting Informal Collaboration in Shared Workspace Groupware” HCI Report 2005-01, U.
Saskatchewan, Canada, 2005.

[10] H. Mahdizadeh,”Student Collaboration and Learning, Knowledge construction and participation in an synchronous computer
supported collaborative learning environment in higher education”, PhD-thesis, Social Sciences Group, Wageningen University and
Research Centre, The Netherlands, 2007.

[11] G. Singh et al., “An integrated model of collaborative knowledge building”, Interdisciplinary Journal of
Knowledge and Learning Objects, vol. 3, pp. 85-105, 2007.

Table 1: Analysis Summaries of Collaborative and Knowledge Building Process

Process of Knowledge Student’s Activity Form of K-Workspace

Building System Support Tool

Articulate Ideas • View statement of issues • Document Sharing

Function
• View supporting document
• Whiteboard
• Link to other resources on the Internet
• Chat
• Make personal and group notes
• Wiki
• Notify other group member about
owns ideas • Email

Compare Perspectives • Compare views with other group • Document Sharing

member Function
• View supporting document • Whiteboard
• Link to other resources on the Internet • Chat
• View group member’s notes • Wiki
• Notify other group member • Email

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Consider Alternatives • Discussion • Document Sharing

Function
• View supporting document
• Whiteboard
• Link to other resources on the Internet
• Chat
• Make personal and group notes
• Wiki
• Notify other group member
• Email

Argue, Clarify and • Discussion • Discussion Board

Negotiate
• Start thread • Chat
• Reply notes • Email
• Summarize discussion
• Notify other group member

Promote shared • Contribute element of article • Document Sharing

Understanding Function
• Compose article
• Discussion Board
• Discuss
• Chat
• Retrieve previous contribution to
discussion

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