Supporting learning using external representations
ARTICLE
Bernhard Ertl, Birgitta Kopp, Heinz Mandl
Computers & Education Volume 51, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
External representations can be powerful for supporting learners in both individual and collaborative learning scenarios. They encourage learners to focus on important instructional elements. In this study, we investigate two different forms of external representations: textually represented collaboration scripts and graphically represented content schemes. Fifty-three triads of university students are assigned to four experimental conditions involving the factors collaboration script and content scheme. Results show that learners particularly benefit from the content scheme. Its graphical elements help focus the learners’ collaboration and they therefore achieve better outcomes.
Citation
Ertl, B., Kopp, B. & Mandl, H. (2008). Supporting learning using external representations. Computers & Education, 51(4), 1599-1608. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/66431/.
This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.03.001Keywords
- Collaboration
- College Students
- Computer Assisted Instruction
- computer-mediated communication
- Cooperative learning
- Cooperative/collaborative learning
- Distance education and telelearning
- Distributed learning environments
- higher education
- Human–computer interface
- Instructional Effectiveness
- Outcomes of Education
- Scripts
Cited By
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Designing Asynchronous Online Discussion Environments: A Review of Current Research
Fei Gao, Bowling Green State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 345–349
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