Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.

Autor/inn/en	Fischer, Frank; Mandl, Heinz
Titel	Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.
Quelle	(2000), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Computer Uses in Education; Cooperative Learning; Educational Environment; Foreign Countries; Higher Education; Learning Strategies; Teaching Methods; Visualization; Germany + Suchen Sie Ihr Suchwort? Collegestudent; Computernutzung; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Deutschland
Abstract	This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty-eight college students were separated into dyads and assigned to one of four experimental conditions (face-to-face versus computer-mediated cooperation and domain-specific versus domain-unspecific visualization). Students worked on complex cases in which teachers described a plan for an instructional unit and asked for a common evaluation of the plan from a theoretical perspective. Students were given collaborative visualization tools. Dyads in the domain-specific visualization condition received a computer-based graphical mapping tool that included concept cards for case information and cards for theoretical concepts. Learners in the domain-unspecific visualization condition received a computer tool similar to a graphics editor. After pretesting students' domain-specific declarative knowledge and a case task, students collaborated on three cases, then were posttested. Data sources on collaborative knowledge construction came from tape recorded discourses and oral final evaluations. Results indicate that collaborative learning processes were similar among the groups. The processes resulted in comparable resources use, representation, and transfer of shared and unshared knowledge. (Contains 15 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC