Learning and Re-Learning from Net-Based Cooperative Learning Discourses
Hans-Rüdiger Pfister, Werner Müller, University of Applied Sciences, Lüneburg, Germany ; Torsten Holmer, Fraunhofer IPSI Darmstadt, Germany
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: Net-based cooperative learning is often conducted using a chat environment. A frequent problem with conventional chat is the incoherence of contributions. Using what we call 'learning protocols' requires learners to explicitly indicate the relationship of their contribution to other contributions, thereby increasing coherence. In this study we examined if the structure created by learning protocol discourses can help learners to use the recorded discourse for later re-learning. We experimentally compared groups of learners who received a display showing the structure of their discourse based on the relationships generated originally, with learners who received the learning discourse in a format with contributions ordered sequentially as delivered during the learning session. Results indicate that re-learning is not necessarily enhanced by providing a structured discourse presentation. Implications for cooperative net-based learning are discussed.
Pfister, H.R., Müller, W. & Holmer, T. (2004). Learning and Re-Learning from Net-Based Cooperative Learning Discourses. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2720-2724). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Michael Oehl & Hans-Ruediger Pfister, University of Lueneburg, Germany
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1902–1907
Using learning protocols for knowledge acquisition and problem solving with individual and group incentives
Michael Oehl & Hans-Rüdiger Pfister, University Lüneburg, Germany
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2098–2109
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