Learning and Re-learning from net- based cooperative learning discourses
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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ED-MEDIA 2004 - World Conference on Educational Multimedia, Hypermedia & Telecommunications. ed. / L. Cantoni; C. McLoughlin. Waynesville: Association for the Advancement of Computing in Education, 2004. p. 2720-2724.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Learning and Re-learning from net- based cooperative learning discourses
AU - Pfister, Hans-Rüdiger
AU - Müller, Werner
AU - Holmer, Torsten
N1 - Conference code: 12
PY - 2004
Y1 - 2004
N2 - The learning protocol approach implements cooperation scripts as automated discourse rules into a net-based learning environment. The purpose of learning protocols is to improve learning outcomes of distributed learning groups by imposing structure on the learning discourse. The main features of learning protocols are a referencing function, a typing function, and a predefined sequence of contributions. Previous work has shown that learning protocols can improve learning performance; however, it is still unclear which conditions are advantageous and which conditions are disadvantageous. We investigate experimentally a learning protocol with respect to two kinds of tasks, knowledge acquisition versus problem solving, and with respect to two motivational conditions, individual versus group incentives. Results indicate that learning protocols are more advantageous if the learning goal is knowledge acquisition as compared to problem solving; this effect is moderated by group size. Motivational conditions, however, do not influence learning performance.
AB - The learning protocol approach implements cooperation scripts as automated discourse rules into a net-based learning environment. The purpose of learning protocols is to improve learning outcomes of distributed learning groups by imposing structure on the learning discourse. The main features of learning protocols are a referencing function, a typing function, and a predefined sequence of contributions. Previous work has shown that learning protocols can improve learning performance; however, it is still unclear which conditions are advantageous and which conditions are disadvantageous. We investigate experimentally a learning protocol with respect to two kinds of tasks, knowledge acquisition versus problem solving, and with respect to two motivational conditions, individual versus group incentives. Results indicate that learning protocols are more advantageous if the learning goal is knowledge acquisition as compared to problem solving; this effect is moderated by group size. Motivational conditions, however, do not influence learning performance.
KW - Business psychology
M3 - Article in conference proceedings
SN - 978-1-880094-53-2
SP - 2720
EP - 2724
BT - ED-MEDIA 2004 - World Conference on Educational Multimedia, Hypermedia & Telecommunications
A2 - Cantoni, L.
A2 - McLoughlin, C.
PB - Association for the Advancement of Computing in Education
CY - Waynesville
T2 - World Conference on Educational Multimedia, Hypermedia Telecommunications - 2004
Y2 - 21 June 2004 through 26 June 2004
ER -