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Knowledge Acquisition and Problem Solving in CSCL with Learning Protocols: Effects of Different Scripting Strategies
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, , Leuphana University of Lueneburg, Germany

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The learning protocol approach implements collaboration 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. Previous work has shown that computer-supported collaborative learning (CSCL) with learning protocols can improve learning performance. In the present study, we investigated different cognitive scripting strategies as extention of the learning protocol approach with respect to their effect on knowledge acquisition and problem solving. Learning outcomes indicate that additional scripting structure is especially suitable for problem solving tasks. CSCL with extended learning protocols seems to provide an effective compromise between the obstructive danger of overscripting and the need for enough scripting initiating purposeful cognitive processes.

Citation

Oehl, M. & Pfister, H.R. (2008). Knowledge Acquisition and Problem Solving in CSCL with Learning Protocols: Effects of Different Scripting Strategies. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3040-3045). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 16, 2019 from .

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