Explicit Referencing and Shared Materials as Factors for Successful Chat-Based CSCL with Learning Protocols

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Oehl, M. & Pfister, H.R. (2007). Explicit Referencing and Shared Materials as Factors for Successful Chat-Based CSCL with Learning Protocols. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1897-1901). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25629.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
Vancouver, Canada
June 25, 2007
ISBN 1-880094-62-2
  Craig Montgomerie & Jane Seale
AACE

More Information on EDMEDIA
Table of Contents

Authors

Michael Oehl, Hans-Ruediger Pfister, University of Lueneburg, Germany

Abstract

The learning protocol approach implements cooperation scripts as automated discourse rules into a net-based learning environment. The purpose of learning protocols is to improve learning outcomes of distributed, synchronous, chat-based learning groups by imposing structure on the learning discourse. One main feature is the referencing function to increase discourse coherence. Previous work has shown that learning protocols can improve learning performance; especially, the referencing function turned out to be essential. In the present study, we investigated the role of two kinds of shared information: The chat-history and/or a common text. Participants can either reference to previous chat contributions, or to a common text about the subject matter. Learning outcomes of 163 participants indicate that it is most advantageous if both types of shared information can be referenced. If only one type can be referenced, participants benefit more from referencing to a common text.

Keywords

• Learning Outcomes

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