Fostering Collaborative Knowledge Construction in a Video-Based Learning Setting: Effects of a Shared Workspace and a Content-Specific Graphical Representation.

Web Abstract: 
This study examined means of fostering videoconference-based collaborative learning. An experiment was conducted with 15 learning dyads divided into three conditions of videoconference-based learning: without shared workspace, with shared workspace and with shared workspace plus a content-specific graphical representation. Compared with those with a shared workspace, learning dyads without a shared workspace in the videoconference-based setting tended to make more effort at verbal coordination. The study shows that content-specific graphical representation can be a meaningful support measure in videoconference-based learning settings, whereas the effects of a shared workspace should be further investigated. [Authors' abstract]
Author: 
Hron, Aemilian; Cress, Ulrike; Hammer, Karsten; Friedrich, Helmut-Felix
Journal: 
British Journal of Educational Technology
Publication Date: 
02/28/2007
Page Numbers: 
p236-248
Resource List Category: 
References to Journal Articles