TY - CHAP

T1 - Learning and Re-learning in Chat-based CSCL

T2 - World Conference on Educational Multimedia, Hypermedia & Telecommunications - ED-MEDIA 2011

AU - Oehl, Michael

AU - Däubel, Anne

AU - Pfister, Hans-Rüdiger

PY - 2011

Y1 - 2011

N2 - The present study focuses on the relationship between individual learning strategies and the learning as well as re-learning outcomes within chat-based computer-supported collaborative learning (CSCL). Despite the attention that has been paid to CSCL over the last years, this relationship has barely been examined. The ‘learning protocol approach’ as variant of chat-based CSCL requires learners to explicitly indicate the relationship of their chat contributionto the learning discourse in order to increase its coherence. In addition to the chat-based learning results, we gathered the participants’ re-learning results after a two week interval as well as their individual learning strategies by means of a questionnaire. We compared the measured individual learning strategies with the learning and re-learning outcomes. Results indicate that individuallearning strategies do not play an important role within chat-based CSCL. Implications for future research are discussed.

AB - The present study focuses on the relationship between individual learning strategies and the learning as well as re-learning outcomes within chat-based computer-supported collaborative learning (CSCL). Despite the attention that has been paid to CSCL over the last years, this relationship has barely been examined. The ‘learning protocol approach’ as variant of chat-based CSCL requires learners to explicitly indicate the relationship of their chat contributionto the learning discourse in order to increase its coherence. In addition to the chat-based learning results, we gathered the participants’ re-learning results after a two week interval as well as their individual learning strategies by means of a questionnaire. We compared the measured individual learning strategies with the learning and re-learning outcomes. Results indicate that individuallearning strategies do not play an important role within chat-based CSCL. Implications for future research are discussed.

KW - Business psychology

M3 - Article in conference proceedings

SN - 1-880094-8904

SP - 3620

EP - 3625

BT - Proceedings of ED-MEDIA 2011

A2 - Bastiaens, Theo

A2 - Ebner, Martin

PB - Association for the Advancement of Computing in Education

CY - Chesapeake, VA

Y2 - 27 June 2011 through 1 July 2011

ER -