You are here:

Do We Learn More with Explicit References? A Closer Look at the Learning Protocol Approach to Chat-based CSCL
PROCEEDING

, , Leuphana University Lueneburg, Germany

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

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). Retrieved April 2, 2020 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References