Literaturnachweis - Detailanzeige
| Autor/inn/en | Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz |
|---|---|
| Titel | Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course |
| Quelle | In: Interactive Learning Environments, 22 (2014) 3, S.351-372 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2012.680964 |
| Schlagwörter | Case Method (Teaching Technique); Cooperative Learning; Problem Based Learning; Problem Solving; Virtual Classrooms; Electronic Learning; Outcomes of Education; Asynchronous Communication; Learning Activities; Professional Training; Professional Personnel |
| Abstract | This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To measure the effects of the problem solving activities, learners' contributions were analyzed with respect to four different problem solving activities: Two content-specific problem solving activities, namely gathering information and developing a solution, and two coordination-specific problem solving activities, namely planning the common approach and steering the interaction process. Results indicated that the learning process was dominated by two central activities: developing a solution and steering the interaction process. Furthermore, the results indicated that the groups with the more complex case used more overall problem solving activities than the groups with the less complex case. There was also a greater range of learning outcomes for learners with the more complex case than for learners with the less complex case. Finally, the number of overall problem solving activities for most of the successful groups was higher than for the less successful groups. Additionally, the more successful groups used more coordination-specific activities than content-specific activities during the problem solving process. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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