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How to Support Synchronous Net-Based Learning Discourses: Principles and Perspectives

  • Hans-Rüdiger Pfister
Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 5)

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.

Keywords

Common Ground Cooperative Learning Learning Goal Transactive Memory Computer Support Collaborative Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Springer Science+Business Media, Inc. 2005

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  • Hans-Rüdiger Pfister

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