Researchers have argued that tools for online learning should provide representational support for the conceptual structure of a problem area in order to address issues of coherence and convergence and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge representations and of two alternative ways they may be related to discussion tools: embedded or linked. Analyses conducted to date suggest intriguing process and outcome differences to be investigated in future analyses. The paper also offers a methodological contribution: a paradigm for practical experimental study of asynchronous collaboration. Prior research has focused on face-to-face and synchronous collaboration due to the pragmatic problems of conducting asynchronous studies. It is crucial to understand how to support collaborative knowledge construction in asynchronous settings prevalent in online learning.