Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information.
This study describes the empirical test of a theoretical model of knowledge building with wikis that was recently introduced by Cress and Kimmerle. The underlying assumption of this model is that both learning (as an internal, individual process) and knowledge building (as the creation of public kno...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 6; pp. 549 - 562 |
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| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2009
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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=105274839&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105274839 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2009 vid: 25 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105274839 105274839 2010464756 10.1111/j.1365-2729.2009.00331.x 105274839 ppf: 549 ppct: 13 formats: tig: atl: Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information. aug: au: Moskaliuk J Kimmerle J Cress U affil: Department of Applied Cognitive Psychology and Media Psychology, Tuebingen, University of Tuebingen, Germany sug: subj: Knowledge Learning Methods World Wide Web Applications Achievement Tests Adult Clinical Trials Collaboration Colleges and Universities Descriptive Statistics Female Germany Human Male Outcomes of Education Random Assignment Schizophrenia Education Students, College Adult: 19-44 years Female Male ab: This study describes the empirical test of a theoretical model of knowledge building with wikis that was recently introduced by Cress and Kimmerle. The underlying assumption of this model is that both learning (as an internal, individual process) and knowledge building (as the creation of public knowledge) are based on the interplay between an individual's knowledge and the information available in the wiki. Incongruity between individual knowledge and the information contained in the wiki will lead to learning (through the acquisition of factual and conceptual knowledge) and to knowledge building (through assimilation and accommodation). In three conditions, the experiment provided the participants with different levels of incongruity between their individual knowledge and information in the wiki by varying the amount of information that was contained in the wiki, while the amount of information that the participants possessed was kept constant. As predicted, the results confirmed that a medium level of incongruity between an individual's knowledge and the information that a wiki contains will best support learning. Moreover, a medium level of incongruity leads to more accommodative knowledge building despite the fact that high and medium levels of incongruity will result in similar amounts of assimilative knowledge building. The implications of these findings were discussed in the concluding remarks. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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