Toward an integration of the learning and communication perspectives in computer-supported instructional communication.

Autor/inn/en	Deiglmayr, Anne; Paus, Elisabeth; McCall, Cade; Mullins, Dejana; Berthold, Kirsten; Wittwer, Jörg; Krämer, Nicole; Rummel, Nikol
Titel	Toward an integration of the learning and communication perspectives in computer-supported instructional communication.
Quelle	In: Journal of media psychology, 25 (2013) 4, S. 180-189 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1864-1105; 2151-2388
DOI	10.1027/1864-1105/a000101
Schlagwörter	Erziehungswissenschaft; Forschungsmethode; Kognitionswissenschaft; Kommunikation; Kommunikationswissenschaft; Pädagogische Psychologie; Sozialpsychologie; Lernen; Lernumgebung; Instruktionsdesign; Computerunterstützter Unterricht; Kollaboration; Instruktion
Abstract	Research on computer-supported instructional communication (CSIC) involves the study of interactions between instructors, learners, and system components in computer-based learning environments. At least two strands of research can be identified that are crucial for the understanding of CSIC: From the learning perspective, rooted in cognitive and educational psychology, CSIC is analyzed with regard to its potential for promoting specific cognitive processes, and thus ultimately for improving learning. From the communication perspective, rooted in social psychology and communication science, CSIC is analyzed with regard to conditions that affect its effectiveness and efficiency. CSIC researchers face the challenge of integrating the two traditionally separate research strands and their distinct methodological frameworks. In turn, new methods and findings emerging from an integrative application of research methods are leading to new conceptual challenges regarding the causal mechanisms mediating between the interindividual and the intraindividual levels in CSIC. [The authors] provide examples of CSIC research that demonstrate successful methodological integration, and introduce open conceptual challenges. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1