Barriers and Biases in Computer-Mediated Knowledge by Rainer Bromme, Friedrich W. Hesse, Hans Spada

By Rainer Bromme, Friedrich W. Hesse, Hans Spada

This books bargains with computer-mediated cooperation and conversation situations in educating and studying events, relaxation actions (e.g. laypersons trying to find professional info at the internet), and net-based conversation at paintings. Such situations turns into more and more vital. however the winning use of such computer-mediated settings isn't trivial. Cooperative studying and paintings itself calls for certain talents and techniques. And the technical settings with occasionally constrained, occasionally new probabilities for communique upload difficulties on most sensible of the cooperation itself. What are the boundaries in computer-mediated verbal exchange for cooperative studying and paintings? that are the main proper biases in computer-mediated info processing? in accordance with empirical learn, the members from psychology, schooling and laptop sciences provide diversified views at the nature and reasons of such boundaries. The chapters additionally supply a solution to the query as to the way it could be attainable to beat those limitations and biases to totally achieve virtue from the hot technical possibilities. those effects and solutions are of curiosity for college kids in addition to for researchers in all fields on the topic of the use and overview of software program in verbal exchange settings.

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Psychological Review, 92,548-573. a. de markus. de H A N S - R ~ I G E RPFISTER HOW TO SUPPORT SYNCHRONOUS NET-BASED LEARNING DISCOURSES: PRINCIPLES AND PERSPECTIVES Abstract. In this paper, the potential of synchronous net-based learning discourses as a special case of computer supported cooperative learning (CSCL) is analysed. Discourses among learners, or among learners and tutors, can significantly improve understanding of complex subject matter. However, netbased discourses are often suboptimal, since technical restrictions constitute barriers to an efficient exchange of knowledge.

Software for problem solving through collaborative argumentation. In P. Coirier & J. E. B. ), Foundations of argumentative text processing (pp. 203-230). Amsterdam: Amsterdam University Press. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13,21-39. , Fischer, E, & Mandl, H. (2002). Fostering computer supported collaborative learning with cooperation scripts and scaffolds.

Concerning the learning outcome the social cooperation script showed the expected effects. Learners in the socially scripted conditions on the average gained higher test scores. These findings indicate the benefit of the developed social script for fostering collaborative knowledge construction in videoconferencing. In contrast, no outcome effects could be found concerning the epistemic cooperation script. 5 Results discussion. Regarding the process of collaborative knowledge construction, the effects of the epistemic cooperation script correspond with the concept of "representational guidance" as previously described.

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