Advances in cognitive research have re-conceptualized learning as acculturating the practice of the community (Brown, Collins & Duguid, 1989) and developing students as communities of learners and scientists (Bielaczyc & Collins, 1999; Brown & Campione, 1994; Collins, Brown, & Newman, 1989). While reports demonstrate built-in technological and social supports for knowledge creation have affected knowledge building in all sectors and cultures including cross-sector international groups (Scardamalia, 2000), little information is available about similar outcomes in distance-learning environments in health care. The consequences of using this technology in interdisciplinary health professional courses have been seldom studied, and limited to students in localized practice groups.

An international, interdisciplinary health professional group, the Wound Care Certificate Course at the University of Toronto, will be used to examine the impact of technological and social supports on knowledge building in wound care. Computer technology will be used to attempt to shift educational perspectives from learning as individuals to building knowledge as a community, and will provide an infrastructure and community conducive to professional development and to the advancement of knowledge, skills and abilities within wound care.

The study will determine to what extent these technological and social supports affect knowledge building and if an influence exists, how and why this is so. It will both explore participants personal pedagogical and epistemological beliefs relevant to knowledge building as related to technological and socio-cultural enhancements; and examine psychometric evidence of knowledge building as related to discourse analysis and quantitative learning outcomes.