Download Barriers and Biases in Computer-Mediated Knowledge by Rainer Bromme, Friedrich W. Hesse, Hans Spada PDF

By Rainer Bromme, Friedrich W. Hesse, Hans Spada

This books bargains with computer-mediated cooperation and communique situations in educating and studying occasions, relaxation actions (e.g. laypersons trying to find professional info at the internet), and net-based conversation at paintings. Such situations becomes more and more very important. however the profitable use of such computer-mediated settings isn't really trivial. Cooperative studying and paintings itself calls for precise talents and methods. And the technical settings with occasionally constrained, occasionally new probabilities for verbal exchange upload difficulties on most sensible of the cooperation itself. What are the limitations in computer-mediated communique for cooperative studying and paintings? that are the main proper biases in computer-mediated info processing? in response to empirical learn, the individuals from psychology, schooling and desktop sciences provide diversified views at the nature and explanations of such obstacles. The chapters additionally supply a solution to the query as to the way it may be attainable to beat those obstacles and biases to completely achieve virtue from the recent technical possibilities. those effects and solutions are of curiosity for college students in addition to for researchers in all fields concerning the use and overview of software program in verbal exchange settings.

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1990). System and metasystem in cognitive operations. In M. Carretero, M. L. Pope, P. R. J. Simons, & J. I. ), Learning and instruction: European research in an international context (pp. 125-139). Elmsford, NY: Pergamon. Doise, W. & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon Press. , Reiserer, M. & Mandl, H. (2002). Kooperatives Lernen in Videokonferenzen [Cooperative learning in videoconferences]. Unterrichtswissenschaft, 30,339-356. , & Mandl, H. (2002). Fostering collaborative knowledge conshuction with visualization tools.

First, we will focus on cooperative learning (the term 'collaborative' will be used synonymously) as opposed to individual learning. , under a common learning goal. Whenever the participants of a cooperative learning group are physically present at the same place and time, this is called face-to-face learning, be it with or without the use of computers and networks. Whenever the participants are separated physically, and communication is mediated by some sort of computer technology (primarily: the internet), this is called net-based learning.

1994). Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology, 79(1), 8797. Suthers, D. D. & Hundhausen, C. D. (2001). Learning by constructing collaborative representations: An empirical comparison of three alternatives. In P. Dillenbourg, A. Eurelings, & K. ), European perspectives on computer-supported collaborative learning (pp. 577-592). Maastricht, NL: University of Maastricht. Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration?

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