scholarly journals Need for cognitive closure as determinant for guidance in wiki-based learning

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cognitive Variables ◽  
Cognitive Closure ◽  
Positive Effects ◽  
Need For Cognitive Closure ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Underlying Processes ◽  
Collaborative Knowledge Construction

In wikis as collaborative knowledge construction environments for learning the outcome and its underlying processes can be considered on an individual as well as on a social system's level. In previous research, we could show that by implementing either supplemental implicit or explicit guidance focused on wiki discussions positive effects on the learner's side could be achieved. This study investigates what type of guidance implemented on the level of talk page discussions is beneficial dependent on the learner's degree of need for cognitive closure and if an interaction of these both factors produces larger positive effects on the individual learning processes and the resulting outcome. Therefore, we are conducting a 2 x 2 between-subjects design experimental study comparing four groups contrasting high vs low need for cognitive closure participants and implicit vs explicit guidance measures that we have positively evaluated in previous work. We expect to gather evidence that fostering learning processes in wiki-based settings making use of talk page discussions is highly dependent on individual cognitive variables interacting with the type of provided additional guidance.

Individual and Socio-Cultural Framing of E-Learning

2014 ◽  
pp. 1-20
Author(s):  
Bernhard Ertl ◽  
Kathrin Helling
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cultural Perspective ◽  
Cultural Contexts ◽  
Design And Implementation ◽  
E Learning ◽  
Learning Scenarios ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

Collaborative Knowledge Construction in Online Learning Environment

2010 ◽  
pp. 190-212 ◽  
Author(s):  
Rikki Rimor ◽  
Yigal Rosen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Individual Learning ◽  
Learning Orientation ◽  
Google Docs ◽  
On Line ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

The current study is based on academic on-line course and examines the effectiveness of collaborative learning vs. individual learning. Fifty eight graduate students in the Open University participated in course entitled “From information to knowledge” collaborating in a Google Docs environment as their final task of the course. The purpose of the study was to examine whether students with a collaborative learning orientation differ from students with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The students’ contribution to the database was analyzed through personal and collective criteria of knowledge construction. The results showed differential achievements among learners with different learning orientations. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environments.

Collaborative Knowledge Construction with Web Video Conferencing

2010 ◽  
pp. 85-98 ◽  
Author(s):  
Stylianos Hatzipanagos ◽  
Anthony Basiel ◽  
Annette Fillery-Travis
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Construction ◽  
Video Conferencing ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Economic Changes ◽  
Computer Mediated ◽  
Information And Communication ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter explores how web-based video conferencing (WVC) can be used to create and support learning environments within a work based learning context. Computer mediated communication interactions through WVC can support collaborative knowledge construction by encouraging dialogical processes in communities of learners and practitioners. We position our field of exploration within the educational landscape defined by socio-economic changes, resulting from the development of the knowledge economy, and the explosive growth of information and communication technologies to serve it.

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