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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Vydané v:	Educational technology research and development Ročník 60; číslo 2; s. 193 - 221
Hlavní autori:	Noroozi, Omid, Busstra, Maria C., Mulder, Martin, Biemans, Harm J. A., Tobi, Hilde, Geelen, Anouk, van't Veer, Pieter, Chizari, Mohammad
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Boston Springer Science + Business Media 01.04.2012 Springer US Springer Springer Nature B.V
Predmet:	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
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Popis
Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1042-1629 1556-6501
DOI:	10.1007/s11423-011-9217-2