How to support synchronous net-based learning discourses: principles and perspectives

Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearch

Standard

How to support synchronous net-based learning discourses: principles and perspectives. / Pfister, Hans-Rüdiger.
Barriers and biases in computer-mediated knowledge communication. ed. / Rainer Bromme; Friedrich W. Hesse; Hans Spada. New York, NY: Springer New York LLC, 2005. p. 39-57 (Computer-supported collaborative learning; Vol. 5).

Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearch

Harvard

Pfister, H-R 2005, How to support synchronous net-based learning discourses: principles and perspectives. in R Bromme, FW Hesse & H Spada (eds), Barriers and biases in computer-mediated knowledge communication. Computer-supported collaborative learning, vol. 5, Springer New York LLC, New York, NY, pp. 39-57. https://doi.org/10.1007/0-387-24319-4_3

APA

Pfister, H.-R. (2005). How to support synchronous net-based learning discourses: principles and perspectives. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication (pp. 39-57). (Computer-supported collaborative learning; Vol. 5). Springer New York LLC. https://doi.org/10.1007/0-387-24319-4_3

Vancouver

Pfister HR. How to support synchronous net-based learning discourses: principles and perspectives. In Bromme R, Hesse FW, Spada H, editors, Barriers and biases in computer-mediated knowledge communication. New York, NY: Springer New York LLC. 2005. p. 39-57. (Computer-supported collaborative learning). doi: 10.1007/0-387-24319-4_3

Bibtex

@inbook{e6171e6cf7b14783bedf3e60674cec49,
title = "How to support synchronous net-based learning discourses: principles and perspectives",
abstract = "In this paper, the potential of synchronous net-based learning discourses as a special case of computer supported cooperative learning (CSCL) is analysed. Discourses among learners, or among learners and tutors, can significantly improve understanding of complex subject matter. However, net-based discourses are often suboptimal, since technical restrictions constitute barriers to an efficient exchange of knowledge. Support of net-based discourses may proceed either on the macrolevel of the overall discourse structure, or on the microlevel of single contributions. As a central microlevel activity the grounding of contributions is identified ...",
keywords = "Business psychology, Common Ground, Cooperative Learning, Learning Goal, Transactive Memory, Computer Support Collaborative Learning",
author = "Hans-R{\"u}diger Pfister",
year = "2005",
doi = "10.1007/0-387-24319-4_3",
language = "English",
isbn = "978-0-387-24317-7",
series = "Computer-supported collaborative learning",
publisher = "Springer New York LLC",
pages = "39--57",
editor = "Rainer Bromme and Hesse, {Friedrich W.} and Hans Spada",
booktitle = "Barriers and biases in computer-mediated knowledge communication",
address = "United States",

}

RIS

TY - CHAP

T1 - How to support synchronous net-based learning discourses

T2 - principles and perspectives

AU - Pfister, Hans-Rüdiger

PY - 2005

Y1 - 2005

N2 - In this paper, the potential of synchronous net-based learning discourses as a special case of computer supported cooperative learning (CSCL) is analysed. Discourses among learners, or among learners and tutors, can significantly improve understanding of complex subject matter. However, net-based discourses are often suboptimal, since technical restrictions constitute barriers to an efficient exchange of knowledge. Support of net-based discourses may proceed either on the macrolevel of the overall discourse structure, or on the microlevel of single contributions. As a central microlevel activity the grounding of contributions is identified ...

AB - In this paper, the potential of synchronous net-based learning discourses as a special case of computer supported cooperative learning (CSCL) is analysed. Discourses among learners, or among learners and tutors, can significantly improve understanding of complex subject matter. However, net-based discourses are often suboptimal, since technical restrictions constitute barriers to an efficient exchange of knowledge. Support of net-based discourses may proceed either on the macrolevel of the overall discourse structure, or on the microlevel of single contributions. As a central microlevel activity the grounding of contributions is identified ...

KW - Business psychology

KW - Common Ground

KW - Cooperative Learning

KW - Learning Goal

KW - Transactive Memory

KW - Computer Support Collaborative Learning

UR - https://www.mendeley.com/catalogue/80e4e753-ff9e-3e1b-a70b-c443484adaa5/

U2 - 10.1007/0-387-24319-4_3

DO - 10.1007/0-387-24319-4_3

M3 - Contributions to collected editions/anthologies

SN - 978-0-387-24317-7

T3 - Computer-supported collaborative learning

SP - 39

EP - 57

BT - Barriers and biases in computer-mediated knowledge communication

A2 - Bromme, Rainer

A2 - Hesse, Friedrich W.

A2 - Spada, Hans

PB - Springer New York LLC

CY - New York, NY

ER -

DOI