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

By Rainer Bromme, Friedrich W. Hesse, Hans Spada

This books bargains with computer-mediated cooperation and verbal exchange situations in educating and studying occasions, relaxation actions (e.g. laypersons searching for professional info at the internet), and net-based conversation at paintings. Such eventualities turns into more and more very important. however the winning use of such computer-mediated settings isn't trivial. Cooperative studying and paintings itself calls for designated abilities and techniques. And the technical settings with occasionally limited, occasionally new probabilities for conversation upload difficulties on most sensible of the cooperation itself. What are the limitations in computer-mediated verbal exchange for cooperative studying and paintings? that are the main appropriate biases in computer-mediated info processing? in accordance with empirical study, the participants from psychology, schooling and laptop sciences supply assorted views at the nature and motives of such limitations. The chapters additionally provide a solution to the query as to the way it will be attainable to beat those limitations and biases to completely achieve virtue from the recent technical possibilities. those effects and solutions are of curiosity for college kids in addition to for researchers in all fields with regards to the use and assessment of software program in communique settings.

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Extra resources for Barriers and Biases in Computer-Mediated Knowledge Communication: And how They May Be Overcome

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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. Learning and Inshuction, 12,213-232. , & Winograd, T.

1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. ), Interactions in cooperative groups. The theoretical anatomy of group learning (pp. 120-141). Cambridge, MA: Cambridge University Press. O'Donnell, A. , Dansereau, D. , Hall, R. , & Rocklin, T. R. (1987). Cognitive, sociallaffective, and metacognitive outcomes of scripted cooperative learning. Journal of Educational Psychology, 79(4), 431-437. Palincsar, A.

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. Learning and Inshuction, 12,213-232. , & Winograd, T.

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