Using learning protocols for knowledge acquisition and problem solving with individual and group incentives
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Proceedings of the ED-MEDIA 2005: World Conference on Educational Multimedia, Hypermedia & Telecommunications. ed. / P. Kommers; G. Richards. Vol. 3 Association for the Advancement of Computing in Education, 2005. p. 2098-2109.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - Using learning protocols for knowledge acquisition and problem solving with individual and group incentives
AU - Oehl, Michael
AU - Pfister, Hans-Rüdiger
N1 - Conference code: 9
PY - 2005
Y1 - 2005
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
KW - Knowledge acquisition
KW - learning outcomes
KW - Problem solving
M3 - Article in conference proceedings
SN - 978-1-880094-56-3
VL - 3
SP - 2098
EP - 2109
BT - Proceedings of the ED-MEDIA 2005
A2 - Kommers, P.
A2 - Richards, G.
PB - Association for the Advancement of Computing in Education
T2 - ED-MEDIA 2005 - World Conference on Educational Multimedia, Hypermedia & Telecommunications
Y2 - 27 June 2005 through 2 July 2005
ER -