Why It Is Hard to Make Use of New Learning Spaces: A Script Perspective

Autor/inn/en	Kollar, Ingo; Pilz, Florian; Fischer, Frank
Titel	Why It Is Hard to Make Use of New Learning Spaces: A Script Perspective
Quelle	In: Technology, Pedagogy and Education, 23 (2014) 1, S.7-18 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.841615
Schlagwörter	Scripts; Learning Processes; Educational Environment; Satisfaction; Quasiexperimental Design; School Space; Educational Theories; Memory; College Freshmen; Cooperative Learning; Problem Based Learning; Prior Learning; Guidance; Furniture; Familiarity + Suchen Sie Ihr Suchwort? Skript; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zufriedenheit; Schulraum; Educational theory; Theory of education; Bildungstheorie; Gedächtnis; Studienanfänger; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Vorkenntnisse; Beratung; Möbel
Abstract	The authors argue that a script perspective can lead to a better understanding of learning in new learning spaces. Scripts can be understood as flexible, individual memory structures guiding our understanding and actions, but also as instructional interventions that help students use the affordances offered in new learning spaces. In study 1 (N = 82), the authors observed that when thrown into an unfamiliar, new learning space, students showed low individual learning and low satisfaction with the learning space, compared with students who received basic hints concerning how to use the affordances of the learning space. Study 2 (N = 77) demonstrated positive effects of an external script to guide collaborative decision-making in the new learning space, compared to unstructured collaboration. Thus, a script perspective helps to understand why it is so difficult to use new learning spaces effectively. Script theory can also guide the design of support to overcome these difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10