Perspective taking in computer-mediated instructional communication.

Autor/inn/en	Jucks, Regina; Bromme, Rainer
Titel	Perspective taking in computer-mediated instructional communication.
Quelle	In: Journal of media psychology, (2011) 4, S. [192]-199 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2151-2388
DOI	10.1027/1864-1105/a000056
Schlagwörter	Empirische Untersuchung; Anpassung; Kommunikation; Medieneinsatz; Mediennutzung; Lernumgebung; Computerunterstützter Unterricht; Psycholinguistik; E-Learning
Abstract	This article examines which features of computer-mediated communication make perspective taking more demanding in online instructional settings compared with face-to-face situations. The first part presents the theoretical basis: It uses research on expertise to gain insights into the instructor's perspective, and research from psycholinguistics and research on writing to describe the cognitive demands of communicating expert knowledge to nonexperts. The second part reports empirical results from online health counseling. This reveals that the persistence of artifacts makes the expert perspective more prominent and seems to hinder experts' engagement in perspective taking during instruction. Two central variables that emerge in computer-mediated communication are discussed: The availability of texts and graphics as well as the nonexpert's use of technical jargon. Both influence an expert's choice of words and selection of content for a particular explanation. Hence, features of the learning environment, the communication platform, or the information provided by users at help desks play a crucial role in forming the expert's perspective taking. Conclusions are drawn on how to improve perspective taking in computer-mediated instructional communication. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4