Collaborative Learning of Java Programming in the Graphic-enhanced Videoconferencing Environment: A Pilot Study.

Autor/inn/en	Ertl, Bernhard; Law, Lai-Chong; Mandl, Heinz
Titel	Collaborative Learning of Java Programming in the Graphic-enhanced Videoconferencing Environment: A Pilot Study.
Quelle	Aus: Day, Christopher W. (Hrsg.): Educational research in Europe. Yearbook 2000. Leuven: Garant (2000) S. 105-121Verfügbarkeit
Beigaben	Literaturangaben 34; Grafiken 3; Tabellen 2
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Medienpädagogik; Neue Technologien; Hochschule; Medienpädagogik; Programmierung; Bildungsforschung; Videokonferenz; Kooperatives Lernen; Kooperatives Lernen; Programmierung; Europäische Dimension; Videokonferenz; Hochschule; EERA (European Educational Research Association)
Abstract	The supposition that graphic external representations can foster our higher-order thinking is corroborated by many empirical findings. Collaborative learning, of which the basic assumption is that cognition is tool-mediated and socially shared, is presumed to benefit from the use of graphical tools. Nonetheless, different forms of graphic displays have different representational efficiences for different tasks and can lead to different cognitive effects in different individuals. In the present pilot study, we attempted to investigate how the use of "whiteboard" (a tool supporting free hand drawing) could influence the extent of conceptual changes of student programmers who solved Java programming problems in the context of videoconferencing. A 2x2 factorial design was formulated. Two independent variables are the communication mode (graphics-enhanced vs. verbal-based) and the nature of the task (visual- vs. text-oriented). Four cases (i. e. dyads) were analysed according to a coding scheme and other methods. A tentative conclusion is that using the graphical tool can enhance the learning of Java programming by fostering explanatory activities of high- level abstraction. The extent of this effect is determined by three boundary conditions, namely the programming expertise, dyadic communication pattern, and nature of the task. Some implications for future research are addressed. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)