Comparing the roles of representations in face-to-face and online computer supported collaborative learning

We report an empirical study comparing the role of discourse and knowledge representations (graphical evidence mapping) in face to face versus distance collaborative learning. Our prior work comparing alternate knowledge representations in face-to-face collaborative learning situations has shown that differences between representational notations can translate into differences in the focus of learners' discourse and collaborative activities. The study reported in this paper compares Proximal (face to face) with Distal (synchronous collaboration via networked software) conditions. We considered two divergent hypotheses: (1) The influence of knowledge representations in the Distal condition could be weaker because of the lack of shared awareness and meaning that results from working together in front of a physically shared display, and because of the greater difficulty of utilizing the representations as a resource for conversation through gestural deixis. (2) The influence of knowledge representations in the Distal study could be stronger because participants must rely more on them to compensate for the absence of face-to-face modes of communication. Our results showed that the distribution of activity was quite different between the Proximal and Distal groups. The quantitative data on interactive processes largely support the second hypothesis. There was greater consideration of categories supported by the knowledge representation software. However, essay quality and other observations provide indirect support for the first hypothesis. We discuss explanations for these results, and implications for the design of online collaborative learning environments.