Year: 2002
Type: conference-abstract
Abstract: The study investigates collaborative learning of small groups via text-based computer-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the convergence of participation and the convergence of knowledge among peers. We varied the factor scripted cooperation and the factor scaffolding in a 2x2-design. 105 university students of Educational Psychology participated. Results show that scripted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourse.
Authors: Armin Weinberger, Frank Fischer, Heinz Mandl
Institution: Ludwig-Maximilians-Universität München
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1989614993