Explicit Referencing and Shared Materials as Factors for Successful Chat-Based CSCL with Learning Protocols
Save to My Collections
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.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
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.
- Researching and Evaluating Digital Storytelling as a Deep Learning Tool
- Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology
- THREE COMPUTERS IN THE BACK OF THE CLASSROOM: PRESERVICE TEACHERS’ CONCEPTIONS OF TECHNOLOGY INTEGRATION
- Investigating Digital Storytelling and Portfolios in Teacher Education
- Digital storytelling: Empowering prospective teachers’ voices as future educators
- Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project
- Implementation of Digital Storytelling in the Classroom by Teachers Trained in a Digital Storytelling Workshop
- Everyone Has a Story to Tell: Examining Digital Storytelling in the Classroom
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Digital Storytelling: Self-Efficacy and Digital Literacy
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.