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Group interaction as a predictor of learning effectiveness in a computer supported collaborative problem solving
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, University of Twente

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The paper presents an experimental validation of learning effectiveness of three different types of group interaction for computer mediated collaborative learning and problem solving. The assumption underlying this research is that the form in which knowledge is shared in collaborative learning is a substantial for cognitive construction and reconstruction. The experiment revealed that the learning effectiveness is influenced significantly by the mode of group interaction that depends on the extend to which students share their learning not only as results but also as a process of knowledge acquisition and creation by a direct interaction.

Citation

Stoyanova, N. (2000). Group interaction as a predictor of learning effectiveness in a computer supported collaborative problem solving. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1751-1752). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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