Wiki-Supported Learning and Knowledge Building: Effects of Incongruity between Knowledge and Information

Autor/inn/en	Moskaliuk, J.; Kimmerle, J.; Cress, U.
Titel	Wiki-Supported Learning and Knowledge Building: Effects of Incongruity between Knowledge and Information
Quelle	In: Journal of Computer Assisted Learning, 25 (2009) 6, S.549-561 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2009.00331.x
Schlagwörter	Models; Learning Processes; Learning Theories; Educational Experiments; Educational Technology; Internet; Computer Uses in Education; Web Sites; Electronic Publishing + Suchen Sie Ihr Suchwort? Analogiemodell; Learning process; Lernprozess; Learning theory; Lerntheorie; Schulversuch; Unterrichtsmedien; Computernutzung; Web-Design; Elektronisches Publizieren
Abstract	This study describes the empirical test of a theoretical model of knowledge building with wikis that was recently introduced by Cress and Kimmerle. The underlying assumption of this model is that both learning (as an internal, individual process) and knowledge building (as the creation of public knowledge) are based on the interplay between an individual's knowledge and the information available in the wiki. Incongruity between individual knowledge and the information contained in the wiki will lead to learning (through the acquisition of factual and conceptual knowledge) and to knowledge building (through assimilation and accommodation). In three conditions, the experiment provided the participants with different levels of incongruity between their individual knowledge and information in the wiki by varying the amount of information that was contained in the wiki, while the amount of information that the participants possessed was kept constant. As predicted, the results confirmed that a medium level of incongruity between an individual's knowledge and the information that a wiki contains will best support learning. Moreover, a medium level of incongruity leads to more accommodative knowledge building despite the fact that high and medium levels of incongruity will result in similar amounts of assimilative knowledge building. The implications of these findings were discussed in the concluding remarks. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10