How can we support online groups to better sustain their collaborative learning activity
over time? In this poster, we present a qualitative case study of group creativity online in
the domain of mathematics. We define collaborative learning work broadly, ranging from
the micro-level co-construction of novel resources for collective problem solving to the
innovative reuse and expansion of ideas across multiple virtual teams. Based on our
analysis of the collaborative interactions of five virtual math teams we characterize the
relationship between "synchronic" aspects of collaborative knowledge building (i.e.
single episode interactions) and their "diachronic" evolution across time and across
collectivities. Our analysis indicates that the synergy between these two types of
interactions and the resulting creative engagement of the teams relies on three
fundamental processes: (1) referencing and the “configuration of indexicals”, (2)
collective remembering, and (3) bridging across discontinuities. In addition we also
reflect on the aspects of the online environment used by these virtual teams which
promote, support or hinder diachronic and synchronic interactions leading to successful
knowledge building
