Learning and Re-learning in Chat-based CSCL: The Impact of Individual Learning Strategies
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Proceedings of ED-MEDIA 2011: World Conference on Educational Multimedia, Hypermedia & Telecommunications. ed. / Theo Bastiaens; Martin Ebner. Chesapeake, VA: Association for the Advancement of Computing in Education, 2011. p. 3620-3625.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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}
RIS
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 -