Fostering Collaborative Knowledge Construction in Case-Based Learning Scenarios in Videoconferencing

Autor/inn/en	Ertl, Bernhard; Kopp, Birgitta; Mandl, Heinz
Titel	Fostering Collaborative Knowledge Construction in Case-Based Learning Scenarios in Videoconferencing
Quelle	In: Journal of Educational Computing Research, 35 (2006) 4, S.377-397 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Scripts; Case Method (Teaching Technique); Cooperative Learning; Teleconferencing; Concept Mapping; Learning Strategies; Research Methodology; Experimental Programs; Schematic Studies; Scaffolding (Teaching Technique); Learning Theories; Educational Research; College Students + Suchen Sie Ihr Suchwort? Skript; Case method; Fallmethode; Kooperatives Lernen; Telekonferenz; Concept Map; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research method; Forschungsmethode; Erprobungsprogramm; Schematheorie; Learning theory; Lerntheorie; Bildungsforschung; Pädagogische Forschung; Collegestudent
Abstract	This article focuses on facilitating learners' collaborative knowledge construction in case-based learning scenarios. The article first describes how case-based learning can promote knowledge acquisition and then discusses the characteristics of videoconferencing in such scenarios. Then we focus our attention on the process and outcomes of the collaborative case solution. Following this, we concentrate on the issue of instructional support and present two methods which could particularly facilitate learners in their collaborative case-solving: collaboration scripts and content schemes. The empirical section describes an experimental study with 150 participants who collaborated in groups of three via videoconferencing. These triads were assigned randomly to one of four conditions, which involved using a collaboration script and a content scheme. Results reveal that the collaboration script reduced the level of learners' content-specific negotiation and the content scheme reduced the level of strategic negotiation. The content scheme significantly improved the collaborative case solution. Furthermore, learners' strategic negotiation also had a positive association with the collaborative case solution. (Contains 3 figures, 4 footnotes and 7 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10