| Author(s): | Weinberger Armin1, Fischer Frank1, Mandl Heinz1 |
| Laboratory: | 1: Institute of Educational Psychology — Ludwig Maximilians Universität München
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| Appears in: | Proceedings of the Conference on Computer Support for Collaborative Learning - CSCL 2002 (2002) 2 pages |
| Abstract: | The study investigates collaborative learning of small groups via text-based computer-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the convergence of participation and the convergence of knowledge among peers. We varied the factor scripted cooperation and the factor scaffolding in a 2x2-design. 105 university students of Educational Psychology participated. Results show that scripted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourse. |
| Language: | English |
| Keywords: | case-based learning, collaboration scripts, collaborations, collaborative learning, computer supported collaborative learning (CSCL), cooperative learning, distance learning, interface design, scripts |
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| Attached file: | Weinberger_2002.pdf (41.4 Kb) |
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| Added: | Thursday, 15 June 2006 12:35:43 |