Supporting Collaborative Learning Using a Diagram-Based Visible Thinking Tool Based on Cognitive Load Theory

Autor/inn/en	Cai, Huiying; Gu, Xiaoqing
Titel	Supporting Collaborative Learning Using a Diagram-Based Visible Thinking Tool Based on Cognitive Load Theory
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2329-2345 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cai, Huiying) ORCID (Gu, Xiaoqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12818
Schlagwörter	Cooperative Learning; Visual Aids; Cognitive Processes; Difficulty Level; Graduate Students; Learning Activities; Technology Uses in Education; Semantics + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Anschauungsmaterial; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Semantik
Abstract	A natural concern in the field of computer-supported collaborative learning is how participants in collaborative learning project attain individual deep understanding through pedagogical or technological support. This study explores such individual outcomes as influenced by designing a collaborative learning project supported with a diagram-based thinking tool based on cognitive load theory (CLT). A comparative experiment was designed to evaluate the effectiveness of the diagram-based thinking tool. A total of 49 first-year graduate students were recruited and assigned to two conditions. In the experiment condition, the group students completed the collaborative learning project through a diagram-based thinking tool, while the group students in the control condition completed the same project through an alternative text-based thinking tool. Pre-and posttesting of the domain knowledge was employed to evaluate each individual's learning outcome. Group discourse was employed to evaluate how group students actively engage during collaboration. Results show that the support of diagram-based thinking tool integrated in collaborative learning can facilitate individual understanding intensively. Moreover, diagram-based thinking tool can engage group students into cognitively demanding learning activities actively. Findings demonstrate that the semantic diagram tool provides promising technological support when designing collaborative learning project based on CLT. This study serves as a foundation to the design of technological support for future classroom-based collaborative learning project. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01