Do collaborative learning elements in online courses improve conceptual knowledge acquisition?

Autor/inn/en	Erdmann, Julia; Rummel, Nikol
Titel	Do collaborative learning elements in online courses improve conceptual knowledge acquisition?
Quelle	Aus: Looi, Chee-Kit (Hrsg.); Polman, Joseph (Hrsg.); Cress, Ulrike (Hrsg.); Reimann, Peter (Hrsg.): Transforming learning, empowering learners. The international conference of the learning sciences (ICLS) 2016. 2. 12th International Conference of the Learning Sciences, June 20-24, 2016, Singapore, National Institute of Education, Nanyang Technological University, Singapore. Singapur: International Society of the Learning Sciences (2016) S. 1217-1218 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabelle
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-9903550-8-3
Schlagwörter	Wissen; Lernen; Kollaboration; E-Learning; MOOC (Massive Open Online Course); Online-Kurs
Abstract	Implementing small group collaborative learning in online courses effectively is a major challenge. Theoretical reflections suggest that one of the factors influencing the success of collaborative learning is the type of knowledge that is targeted by instructional materials: Concept-oriented materials could be particularly suitable for learning collaboratively. In two experimental studies we investigated the effects of learning mode (collaborative vs. individual) on learning outcomes in an online-learning environment focusing on conceptual instructional material. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2019/3