Please use this identifier to cite or link to this item:
|Title:||Effects on an Individual's Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Ertl, B. & Mandl, H. (2006). Effects on an Individual's Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing. 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. 161-167). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||This paper deals with collaborative knowledge construction in videoconferencing. The main topic for investigation is how to predict individual learning outcomes, and in particular the degree to which an individual's prior knowledge and collaborative knowledge construction can influence individual learning outcomes. In this context, the influence of prior knowledge and two measures of instructional support (a content scheme and learners' resource interdependence) were analyzed with respect to collaborative knowledge construction. An empirical study was conducted using 171 university students. Students worked collaboratively in groups of three within a case-based videoconferencing learning environment and were supported by instructional support measures. Results indicate that both an individual's prior knowledge as well as the quality of collaborative knowledge construction strongly impact individual learning outcomes.|
|Appears in Collections:||ICLS 2006|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.