Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. onli...

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Bibliographic Details
Published in:Educational technology research and development Vol. 60; no. 2; pp. 193 - 221
Main Authors: Noroozi, Omid, Busstra, Maria C., Mulder, Martin, Biemans, Harm J. A., Tobi, Hilde, Geelen, Anouk, van't Veer, Pieter, Chizari, Mohammad
Format: Journal Article
Language:English
Published: Boston Springer Science + Business Media 01.04.2012
Springer US
Springer
Springer Nature B.V
Subjects:
Academic Achievement
argumentative knowledge construction
Case Method (Teaching Technique)
cognitive load theory
Cognitive Structures
Collaboration
collaborative argumentation
Collaborative learning
communication
Comparative Analysis
Computer Assisted Instruction
Computer Mediated Communication
Computers
Cooperative Learning
Design evaluation
diagrams
Discussion
Education
Educational activities
Educational Environment
Educational Practices
Educational psychology
Educational Technology
Electronic Learning
Equipment and supplies
face-to-face
Graphs
Group work in education
Human behavior
Instructional Design
Instructional Materials
Interactive learning
Internet
just-in-time
Learning
Learning and Instruction
Learning Processes
memory
Nutrition
Online instruction
Online learning
Outcomes of education
Prerequisites
representational guidance
RESEARCH ARTICLE
Retention (Psychology)
Teaching
Team learning approach in education
Time Factors (Learning)
Interactive learning environments
Digitally supported learning environment
Collaborative learning
Computer-supported collaborative learning
Timing of supportive information presentation
ISSN:1042-1629, 1556-6501
Online Access:Get full text
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Summary:This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-011-9217-2