Designing for Interaction: Six Steps to Designing Computer-Supported Group-Based Learning

Autor/inn/en	Strijbos, J. W.; Martens, R. L.; Jochems, W. M. G.
Titel	Designing for Interaction: Six Steps to Designing Computer-Supported Group-Based Learning
Quelle	In: Computers and Education, 42 (2004) 4, S.403-424 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2003.10.004
Schlagwörter	Cooperative Learning; Interaction; Computer Assisted Instruction; Instructional Design; Computer Mediated Communication; Educational Environment; Distance Education; Design Requirements; Computer System Design; Guidelines; Systems Development; Program Proposals + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Interaktion; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Distance study; Distance learning; Fernunterricht; Design preferences; Gestaltungsmittel; Richtlinien; System development; Systementwicklung
Abstract	At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as "cooperative learning" and "collaborative learning." Critical review reveals these concepts as insufficiently substantial to serve as a basis for CSGBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing CSGBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to CSGBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster CSGBL design that focuses on the heart of the matter: interaction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10