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Learning and Re-Learning from Net-Based Cooperative Learning Discourses
PROCEEDINGS

, , University of Applied Sciences, Lüneburg, Germany ; , 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

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.

Citation

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). Retrieved May 27, 2019 from .

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