Cooperative learning in videoconferencing: The influence of content schemes and cooperation scripts on shared external representations and individual learning outcomes.

Autor/inn/en	Ertl, Bernhard; Reiserer, Markus; Mandl, Heinz
Titel	Cooperative learning in videoconferencing: The influence of content schemes and cooperation scripts on shared external representations and individual learning outcomes.
Quelle	München: Ludwig-Maximilians-Universität (2003), 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. 154
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:bvb:19-epub-262-8
Schlagwörter	Wissen; Wissensgenerierung; Medienpädagogik; Kooperation; Schema; Wissen; Medienpädagogik; Videokonferenz; Kooperatives Lernen; Kooperatives Lernen; Videokonferenz; Kooperation; Schema
Abstract	Videoconferencing is expected to become increasingly important for telelearning environments. This study investigates how cooperative learning can be fostered through videoconferencing. The selected learning environment was a peer-teaching scenario, which required the learners to teach theories to one another. In this study the effects of different types of support for this cooperation were investigated. The main focus is on how both (1) content schemes and (2) cooperation scripts enhance the construction of shared external representations and foster learning outcomes. The results indicate that content schemes as well as cooperation scripts foster the construction of shared external representations. Furthermore, the learners with a cooperation script had higher learning outcomes than those learners without a cooperation script. (Orig.)
Erfasst von	Externer Selbsteintrag
Update	2009/3