By Rainer Bromme, Friedrich W. Hesse, Hans Spada
What are the limitations in computer-mediated verbal exchange for cooperative studying and paintings? in keeping with empirical study, the chapters of this ebook provide diversified views at the nature and factors of such boundaries for college kids and researchers within the box.
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Additional resources for Barriers and Biases in Computer-Mediated Knowledge Communication: And How They May Be Overcome (Computer-Supported Collaborative Learning Series)
Theory? What were the results of the empiWhat are the main ideas of the theory? rical studies? Consequences Individual Judgement Which pedagogical interventions can be concluded from the theory? What do I likeldislike about the theory? Which limits of pedagogical interventions can be concluded from the theory? Which of my own experiences supportldo not support the theory? 32 WEINBERGER ET AL. 2 Processes of collaborative knowledge construction. In order to get insights into the processes of the collaborative situation, we analyzed the written contributions the learners typed in the shared text editor during the collaborative learning phase.
B. Bakes & U. ), Interactive minds. Life-span perspectives on the social foundation of cognition (pp. 394-41 1). Cambridge: Cambridge University Press. Nussbaum, E. , Sinatra, G. , Reynolds, R. , & Bendixen, L. D. (2002, April). Enhancing the quality of on-line discussions. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA. O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M. O'Donnell & A. ), Cognitive perspectives on peer learning (pp.
This text document included a short description of the roles of tutor and tutee and directed the learners' interactions during the collaborative learning phase by defining four steps of interaction (see table 3): SCRIPTS FOR COMPUTER-MEDIATED LEARNING 31 Table 3: Sequences and learning activities of the social cooperation script of study 2. Step I step Step 3 Step 4 Tutor Tutee Explaining the text material Asking comprehension questions Explaining and typing the inSupporting the learner's activities formation received in the shared text document Elaborating on text information individually Discussing generated ideas with Discussing generated ideas with the partner and writing the results the partner in the shared text document (1) explaining the text material (tutor) and asking comprehension questions (tutee), (2) typing the information received (tutee) and supporting the learner (tutor), (3) generating own ideas concerning the theory (tutor and tutee individually), and (4) discussing (tutor and tutee) and writing down the results of the discussion (tutee only).