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|Title:||What Makes Groups Learning Effectively in a Videoconference Setting?|
Karsten, H. Hammer
|Publisher:||International Society of the Learning Sciences|
|Citation:||Cress, U., Aemilian, H., Felix, F., & Karsten, H. H. (2006). What Makes Groups Learning Effectively in a Videoconference Setting?. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 106-112). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||In an experimental study designed to test co-operative learning in a videoconference setting, dyads were formed to work under three different conditions: "without a shared workspace", "with a shared workspace", or "with a shared workspace plus a content-specific graphical representation". The dyads without a shared workspace used more verbal co-ordination than both other groups. The dyads working with a shared workspace plus a content-specific graphical representation demonstrated better quality in their collaboratively written texts. The quality of this collaborative process resulted in better individual acquisition of important knowledge units. The study demonstrates that content-specific graphical representations make cooperative learning in videoconference-based learning settings more effective. The overall effects of a shared workspace were not so clear and should be further investigated.|
|Appears in Collections:||ICLS 2006|
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