Epistemic and social scripts in computer-supported collaborative learning.

Autor/inn/en	Weinberger, Armin; Ertl, Bernhard; Fischer, Frank; Mandl, Heinz
Titel	Epistemic and social scripts in computer-supported collaborative learning.
Quelle	München: Ludwig-Maximilians-Universität (2003), 31 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Research reports / Ludwig-Maximilians-Universität München, Department of Psychology, Institute for Educational Psychology. 163
Sprache	englisch
Dokumenttyp	online; Monographie
ISSN	1614-6336
URN	urn:nbn:de:bvb:19-epub-293-4
Schlagwörter	Kommunikation; Medienpädagogik; Kommunikation; Lernen; Computerunterstützter Unterricht; Medienpädagogik; Videokonferenz; Computerunterstütztes Verfahren; Kooperatives Lernen; Virtualisierung; Kooperatives Lernen; Lernen; Computerunterstützter Unterricht; Computerunterstütztes Verfahren; Videokonferenz; Virtualisierung
Abstract	Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies are reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" were independently varied in a 2×2- factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects. (Orig.)
Erfasst von	Externer Selbsteintrag
Update	2009/3