Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3673
Title: Effects of an Individual’s Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing
Authors: Ertl, Bernhard
Kopp, Birgitta
Mandl, Heinz
Issue Date: May-2005
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ertl, B., Kopp, B., & Mandl, H. (2005). Effects of an Individual’s Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 145-154). Taipei, Taiwan: 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 collaboration script and a content scheme, were analyzed with respect to collaborative knowledge construction. An empirical study was conducted using 159 university students. Students worked collaboratively in groups of three within a case-based videoconferencing learning environment and were supported by instructional support measures. Results indicated that collaborative knowledge construction had a greater impact on individual learning outcomes than an individual's prior knowledge.
URI: https://doi.dx.org/10.22318/cscl2005.145
https://repository.isls.org//handle/1/3673
Appears in Collections:CSCL 2005

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