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dc.contributor.authorJanssen, Jeroen
dc.contributor.authorErkens, Gijsbert
dc.contributor.authorKirschner, Paul
dc.contributor.authorKanselaar, Gellof
dc.date.accessioned2020-01-09T11:21:50Z
dc.date.accessioned2020-01-09T16:46:56Z-
dc.date.available2020-01-09T11:21:50Z
dc.date.available2020-01-09T16:46:56Z-
dc.date.issued2008-06
dc.identifier.citationJanssen, J., Erkens, G., Kirschner, P., & Kanselaar, G. (2008). Effects of Representational Guidance during Computer-Supported Collaborative Learning. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 47-48). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.3.47
dc.identifier.urihttps://repository.isls.org//handle/1/3285-
dc.description.abstractThis research investigated the role of representational guidance during the construction of argumentative diagrams. We used a design that compared two tools that differed with respect to the representational guidance they offered: The Graphical Debate-tool offered more guidance than the Textual Debate-tool. The results show that groups that worked with the Graphical Debate-tool constructed representations of higher quality, wrote better essays, and performed better on a knowledge post-test.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleEffects of Representational Guidance during Computer-Supported Collaborative Learningen_US
dc.typePostersen_US
Appears in Collections:ICLS 2008

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