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dc.contributor.authorSuthers, Daniel
dc.contributor.authorVatrapu, Ravi
dc.contributor.authorMedina, Richard
dc.contributor.authorJoseph, Sam
dc.contributor.authorDwyer, and Nathan
dc.identifier.citationSuthers, D., Vatrapu, R., Medina, R., Joseph, S., & Dwyer, a. (2007). Conceptual Representations Enhance Knowledge Construction in Asynchronous Collaboration. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 704-713). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.description.abstractAn experimental study of asynchronously communicating dyads tested the claim that conceptual representations could more effectively support collaborative knowledge construction in online learning than threaded discussions. Results showed that users of conceptual representations created more hypotheses earlier in the experimental sessions and elaborated on hypotheses more than users of threaded discussions. Participants using conceptual representations were more likely to converge on the same conclusion and scored higher on post-test questions that required integration of information distributed across dyads in a hidden profile design. However, the essay contents and post-test offered no evidence for differences in information sharing in itself. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion.en_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleConceptual Representations Enhance Knowledge Construction in Asynchronous Collaborationen_US
Appears in Collections:CSCL 2007

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