Supporting discourse in a synchronous learning environment: the learning protocol approach

Hans-Rüdiger Pfister; Martin Mühlpfordt

Supporting discourse in a synchronous learning environment: the learning protocol approach

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung

Standard

Supporting discourse in a synchronous learning environment: the learning protocol approach. / Pfister, Hans-Rüdiger; Mühlpfordt, Martin.
Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. Hrsg. / Gerry Stahl. International Society of the Learning Sciences, 2002. S. 581-582.

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung

Harvard

Pfister, H-R & Mühlpfordt, M 2002, Supporting discourse in a synchronous learning environment: the learning protocol approach. in G Stahl (Hrsg.), Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences, S. 581-582, Proceedings of the Conference on Computer Support for Collaborative Learning - CSCL 2002, Boulder, Colorado, USA / Vereinigte Staaten, 07.02.02. <https://dl.acm.org/doi/10.5555/1658616.1658732>

APA

Pfister, H.-R., & Mühlpfordt, M. (2002). Supporting discourse in a synchronous learning environment: the learning protocol approach. In G. Stahl (Hrsg.), Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (S. 581-582). International Society of the Learning Sciences. https://dl.acm.org/doi/10.5555/1658616.1658732

Vancouver

Pfister HR, Mühlpfordt M. Supporting discourse in a synchronous learning environment: the learning protocol approach. in Stahl G, Hrsg., Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences. 2002. S. 581-582

Bibtex

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title = "Supporting discourse in a synchronous learning environment: the learning protocol approach",

abstract = "Lack of coordination and coherence among contributions is a typical problem with the use of chat for netbased learning. We propose so-called learning protocols to increase coordination, coherence, and, hence, the efficiency of learning via chat. Learning protocols are system controlled cooperation scripts: Participants explicitely identify the reference and the type of their contributions, and the order of contributions is predetermined. As an example, the explanation protocol is described and empirical results confirming that structured discourse leads to superior learning are presented.",

keywords = "Business psychology",

author = "Hans-R{\"u}diger Pfister and Martin M{\"u}hlpfordt",

year = "2002",

language = "English",

isbn = "0805844430",

pages = "581--582",

editor = "Gerry Stahl",

booktitle = "Proceedings of the Conference on Computer Support for Collaborative Learning",

publisher = "International Society of the Learning Sciences",

note = "CSCL 2002 ; Conference date: 07-02-2002 Through 11-02-2002",

}

RIS

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T1 - Supporting discourse in a synchronous learning environment

T2 - CSCL 2002

AU - Pfister, Hans-Rüdiger

AU - Mühlpfordt, Martin

N1 - Conference code: 2002

PY - 2002

Y1 - 2002

N2 - Lack of coordination and coherence among contributions is a typical problem with the use of chat for netbased learning. We propose so-called learning protocols to increase coordination, coherence, and, hence, the efficiency of learning via chat. Learning protocols are system controlled cooperation scripts: Participants explicitely identify the reference and the type of their contributions, and the order of contributions is predetermined. As an example, the explanation protocol is described and empirical results confirming that structured discourse leads to superior learning are presented.

AB - Lack of coordination and coherence among contributions is a typical problem with the use of chat for netbased learning. We propose so-called learning protocols to increase coordination, coherence, and, hence, the efficiency of learning via chat. Learning protocols are system controlled cooperation scripts: Participants explicitely identify the reference and the type of their contributions, and the order of contributions is predetermined. As an example, the explanation protocol is described and empirical results confirming that structured discourse leads to superior learning are presented.

KW - Business psychology

M3 - Article in conference proceedings

SN - 0805844430

SN - 9780805844436

SP - 581

EP - 582

BT - Proceedings of the Conference on Computer Support for Collaborative Learning

A2 - Stahl, Gerry

PB - International Society of the Learning Sciences

Y2 - 7 February 2002 through 11 February 2002

ER -