Abstract
In this paper, the potential of synchronous net-based learning discourses as a special case of computer supported cooperative learning (CSCL) is analysed. Discourses among learners, or among learners and tutors, can significantly improve understanding of complex subject matter. However, net-based discourses are often suboptimal, since technical restrictions constitute barriers to an efficient exchange of knowledge. Support of net-based discourses may proceed either on the macrolevel of the overall discourse structure, or on the microlevel of single contributions. As a central microlevel activity the grounding of contributions is identified. Two approaches to assist learners to ground the discourse are discussed, and the learning protocol approach is illustrated in detail as a method to foster sufficient grounding on the microlevel in net-based learning discourses. As a generalization, a cost-benefit framework is proposed which portrays grounding activities as trade-off decisions between the conflicting goals of minimizing effort and maximizing understanding. Finally, some conclusions for the construction of learning environments designed for cooperative learning by discourse are suggested.
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Pfister, HR. (2005). How to Support Synchronous Net-Based Learning Discourses: Principles and Perspectives. In: Bromme, R., Hesse, F.W., Spada, H. (eds) Barriers and Biases in Computer-Mediated Knowledge Communication. Computer-Supported Collaborative Learning Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24319-4_3
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DOI: https://doi.org/10.1007/0-387-24319-4_3
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