Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication.
There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F)...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 3; pp. 271 - 283 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269984&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269984 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2007 vid: 23 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269984 105269984 2010457797 10.1111/j.1365-2729.2007.00221.x 105269984 ppf: 271 ppct: 12 formats: tig: atl: Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication. aug: au: Strømsø H Grøttum P Lycke K affil: Institute for Educational Research, University of Oslo, PO Box 1092 Blindern, N-0317 Oslo, Norway. Email: h.i.stromso@ped.uio.no sug: subj: Computer-Assisted Instruction Faculty-Student Relations Problem-Based Learning Methods Teleconferencing Methods Adult Audiorecording Comparative Studies Confidence Intervals Education, Medical Female Human Male Norway Outcomes of Education Poisson Distribution Post Hoc Analysis Regression T-Tests Teachers Videorecording Wilcoxon Rank Sum Test Adult: 19-44 years Female Male ab: There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F) communication, CMC may be a poorer medium regarding coordination of the activity. Still, we are in need for more knowledge on the possible advantages and problems regarding such digital communication processes. In the present study, we compared activities in digital and F2F problem-based learning (PBL) regarding the content of the communication, turn-taking processes and the emergence of learning issues. The results indicate that when students discussed in the digital learning environment, they focused more on technical and organizational questions, produced relatively more initiatives but less responses, and produced less elaborated and specified learning issues than when they participated in F2F meetings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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