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Fostering Collaborative Knowledge Construction in Desktop Video-conferencing. Effects of Content Schemes and Cooperation Scripts in Peer Teaching Settings (2002)
| Venue: | In G. Stahl (Ed.), Computer Support |
| Citations: | 16 - 4 self |
BibTeX
@INPROCEEDINGS{Reiserer02fosteringcollaborative,
author = {Markus Reiserer and Bernhard Ertl and Heinz Mandl and Heinz M},
title = {Fostering Collaborative Knowledge Construction in Desktop Video-conferencing. Effects of Content Schemes and Cooperation Scripts in Peer Teaching Settings},
booktitle = {In G. Stahl (Ed.), Computer Support},
year = {2002},
pages = {379--388},
publisher = {Erlbaum}
}
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Abstract
Video-conferencing is expected to become increasingly important for tele-learning environments. In contrast to asynchronous, text-based computer-mediated communication, video-conferencing facilitates cooperation tasks that require highly frequent and continuous coordination. Typical kinds of such cooperation tasks are found in peer teaching settings. Despite the growing application of videoconferencing, only little is known about possibilities of enhancing collaboration in video-conferencing settings. This study investigates the effects of different types of support for cooperation on the learning outcomes of peer dyads in a video-conferencing scenario. The main research question is how cooperation scripts and content schemes enhance the students' cognitive activities and foster the outcomes of cooperative learning. Two factors were varied experimentally: The content scheme (with/without) and the cooperation script (with/without). 86 university students of educational psychology participated in the study. Each student of a dyad received a text dealing with a psychological theory in the field of the nature-nurture-debate. The students' tasks were (1) to teach their partners the relevant contents of their text and (2) to reflect ideas that went beyond the scope of the text. Results indicate that in particular the cooperation script enhances learning outcomes of collaborative knowledge construction.
Keyphrases
cooperation script content scheme peer teaching setting collaborative knowledge construction desktop video-conferencing cooperation script enhances tele-learning environment cognitive activity psychological theory cooperative learning university student text-based computer-mediated communication peer dyad educational psychology different type video-conferencing scenario relevant content video-conferencing facilitates cooperation task main research question typical kind cooperation task continuous coordination video-conferencing setting
