Do We Learn More with Explicit References? A Closer Look at the Learning Protocol Approach to Chat-based CSCL
Madeleine Ratter, Michael Oehl, Leuphana University Lueneburg, Germany
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
To overcome communication process problems in CSCL, the learning protocol approach was developed. Positive effects of this approach for group learning have been shown, whereby visualizing references to other content plays an important role. In this paper, the impact on learning outcome of these explicit references is examined closer. For that, the learning results of a study with 24 participants taking part in an online-learning session using a chat-based learning protocol interface were analyzed. The results suggest that participants gained an equal amount of knowledge, regardless of the use of explicit references. This leads to the conclusion that explicit references alone generally don’t foster learning, but may have impact in situations with complex communication processes.
Ratter, M. & Oehl, M. (2018). Do We Learn More with Explicit References? A Closer Look at the Learning Protocol Approach to Chat-based CSCL. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1102-1106). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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