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Auflistung nach Schlagwort "Kollaboratives Lernen"

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  • Zeitschriftenartikel
    Ansätze zur strukturgebenden Begleitung kollaborativer Lernprozesse
    (i-com: Vol. 11, No. 1, 2012) Kienle, Andrea
    Viele Studien berichten von Problemen im Verlauf kollaborativer Lernprozesse, die sich bspw. aus der fehlenden Steuerung des Kommunikationsprozesses ergeben. Dies resultiert in wenig fokussierten kollaborativen Lernprozessen, die oftmals ohne gemeinsames Ergebnis enden. Der Beitrag stellt zwei Beispiele für eine strukturgebende Begleitung kollaborativen Lernens vor, die diese Probleme mindern: navigierbare Prozessmodelle und die Unterstützung des Moderators. Es werden beispielhafte Umsetzungen beschrieben und Ergebnisse vorgestellt.
  • Konferenzbeitrag
    Considering Team Development Stages in Virtual Collaboration for Feedback Optimization
    (Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2021, 2021) Weiß, Martin; Altmann, Mattis
    Learning collaboratively in virtual groups is seen as a promising alternative to the outcome of an individual (Breen,2013). However, working in a virtual group does not guarantee a good solution and performance of the individuals. Rather, working in groups presents several hurdles that need to be overcome to realize the full potential of the group and allow it to focus on performance (Peters & Manz, 2008). Franceschi et al. (2007) also state that learning in virtual groups has a positive impact on student learning and engagement, but that there is a lack of pedagogical concepts to guide the groups on their way to performance. Also Gabelica et al. 2012 state:” providing teams with adequate support is needed to secure teamwork. Research on team learning and performance has increased our understanding of how teams learn but is still in its development phase and in search for leverage points that can be used to trigger team learning” (Gabelica et al., 2012, p.124). Within this scope, Krause et al. (2009) make clear that groups use feedback more efectively than individuals and that this has a benefcial efect on the learning behavior of the group members. Concerning feedback research, it should be noted that feedback can have a positive efect on learning behavior and outcome, provided that it is implemented correctly (Shute,2007). ... To include multiple perspectives, an explanatory mixed methods approach from Hanson et al. (2005) with the support of Ivankova et al. (2006) has been chosen. In the frst step, a superordinate quantitative survey was conducted among the students of the virtual collaboration case study work in the virtual classroom. The results of the survey have then been examined and explained in more detail by e-tutors in a qualitative focus group discussion to deepen the understanding. Subsequently, the results were classifed and interpreted within the scope of recent feedback research. Based on the combination of a quantitative survey and the qualitative focus group discussion, seven concrete recommendations for the design of feedback guidelines in virtual group work were subsequently derived. ... [Aus: Introduction]
  • Konferenzbeitrag
    GroupAL: ein Algorithmus zur Formation und Qualitätsbewertung von Lerngruppen in E-Learning-Szenarien / GroupAL: an algorithm for group formation and quality evaluation of learning groups in e-learning scenarios
    (i-com: Vol. 13, No. 1, 2014) Konert, Johannes; Burlak, Dmitrij; Steinmetz, Ralf
    Fostering knowledge exchange among peers is important aspect for motivation, achievement of learning goals as well as improvement of problem solving competency in elearning environments or for computer-based learning. Still, the positive effects of such an exchange depend strongly on the suitability of the selected peers in a learning group. This article describes categories of criteria to be considered by a group formation algorithm for learning groups. Additionally, existing algorithmic solutions from related work will be compared concerning several imposed requirements. For simultaneous consideration of all these requirements, the GroupAL algorithm is introduced. It supports the use of multi-dimensional criteria that are either expected to be matched homogeneous or heterogeneous among participants while aiming for equally good group formation for the whole cohort of participants to be matched. The underlying GroupAL architecture various group formation algorithms and defines a normed metric for learning group formations. This metric allows comparison of different created group formations and is robust against variations on number of used criteria or changes in the underlying cohort of participants. Finally, the presented evaluation reveals the advantages and widespread applicability of GroupAL in comparison to the investigated algorithmic solutions from related work. The approach chosen for GroupAL results in better cohort performance indices and group formation quality under the chosen conditions and with the selected data sets.
  • Konferenzbeitrag
    Kollaborative Literaturreviews: Entwicklung eines Vorgehensmodells für die gemeinsame Erschließung von Wissensbasen in Lern- und Forschungsgruppen
    (DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik, 2018) Hofer, Julien; Schoormann, Thorsten; Knackstedt, Ralf
    Das wissenschaftliche Arbeiten insbesondere in Form der Erstellung von Seminar- und Abschlussarbeiten ist zentraler Bestandteil der Hochschullehre. Die Auseinandersetzung mit der Literatur in Form von Literaturreviews ist hierbei essentiell. Dabei sollten neue Technologien und Arbeitsformen in die Lehre integriert werden, um die Möglichkeit zu eröffnen die Effizienz und Effektivität von Literaturanalysen zu erhöhen. Der Beitrag präsentiert ein Vorgehensmodell für kollaborative Literaturreviews, das bestehende Arbeitsformen von Literaturreviews um spezielle Tools, Methoden und Repräsentationen erweitert, um kollaborative Arbeits- und Lernweisen in der Hochschullehre umzusetzen.