By Rainer Bromme, Friedrich W. Hesse, Hans Spada
This books offers with computer-mediated cooperation and verbal exchange eventualities in educating and studying occasions, relaxation actions (e.g. laypersons trying to find specialist info at the internet), and net-based communique at paintings. Such eventualities becomes more and more very important. however the profitable use of such computer-mediated settings isn't trivial. Cooperative studying and paintings itself calls for detailed talents and methods. And the technical settings with occasionally constrained, occasionally new probabilities for communique upload difficulties on most sensible of the cooperation itself. What are the obstacles in computer-mediated communique for cooperative studying and paintings? that are the main appropriate biases in computer-mediated details processing? according to empirical learn, the participants from psychology, schooling and laptop sciences supply diverse views at the nature and explanations of such limitations. The chapters additionally provide a solution to the query as to the way it should be attainable to beat those obstacles and biases to totally achieve virtue from the recent technical possibilities. those effects and solutions are of curiosity for college students in addition to for researchers in all fields on the topic of the use and assessment of software program in communique settings.
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Additional resources for Barriers and Biases in Computer-Mediated Knowledge Communication: And how They May Be Overcome
Construction of knowledge and group learning. In K. ), The practice of constructivism in science education (pp. 91-119). Washington, DC: American Association for the Advancement of Science (AAAS). , & Renkl, A. (1996). Communities of practice toward expertise: Social foundation of university instruction. In P. 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.
3 Learning outcome. We measured the individual outcome of collaborative knowledge construction on the basis of a cued recall test which covered the main contents of the read theory text about genotype-environment-effects (Scarr & McCartney, 1983). 4 Results. The results of study 2 (see also Ertl, Reiserer, & Mandl, 2002) show clear effects of both treatments with regard to processes and outcomes of collaborative knowledge construction. Concerning processes of collaborative knowledge construction, the learners generated external representations showing clear differences dependent on the experimental condition.
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. For this analysis we first segmented the shared text documents in propositions, each consisting of a meaningful statement related to the learning contents.
Barriers and Biases in Computer-Mediated Knowledge Communication: And how They May Be Overcome by Rainer Bromme, Friedrich W. Hesse, Hans Spada