Fostering collaborative knowledge construction in desktop videoconferencing. Effects of content schemes and cooperation scripts in peer teaching settings.

Autor/inn/en	Reiserer, Markus; Ertl, Bernhard; Mandl, Heinz
Titel	Fostering collaborative knowledge construction in desktop videoconferencing. Effects of content schemes and cooperation scripts in peer teaching settings.
Quelle	München: Ludwig-Maximilians-Universität (2001), 23 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Research reports / Ludwig-Maximilians-Universität München, Department of Psychology, Institute for Educational Psychology. 143
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	1614-6336
URN	urn:nbn:de:bvb:19-epub-251-7
Schlagwörter	Wissen; Wissensgenerierung; Medienpädagogik; Kooperatives Lernen; Videokonferenz; Kooperation; Schema; Skript
Abstract	Video-conferencing is expected to become increasingly important for tele-learning environments. In contrast to asynchronous, text-based computer-mediated communication, video-conferencing facilitates cooperation tasks that require highly frequent and continuous coordination. Typical kinds of such cooperation tasks are found in peer teaching settings. Despite the growing application of video-conferencing, only little is known about possibilities of enhancing collaboration in video-conferencing settings. This study investigates the effects of different types of support for cooperation on the learning outcomes of peer dyads in a video-conferencing scenario. The main research question is how cooperation scripts and content schemes enhance the students' cognitive activities and foster the outcomes of cooperative learning. Two factors were varied experimentally: The content scheme (with/without) and the cooperation script (with/without). 86 university students of educational psychology participated in the study. Each student of a dyad received a text dealing with a psychological theory in the field of the nature-nurture-debate. The students' tasks were (1) to teach their partners the relevant contents of their text and (2) to reflect ideas that went beyond the scope of the text. Results indicate that in particular the cooperation script enhances learning outcomes of collaborative knowledge construction. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2004_(CD)