Abstract:
The present study aims to empiricaly demonstrate the viability and benefits of an awareness-based approach to diversify knowledge between potential learning partners. Gro...Show MoreMetadata
Abstract:
The present study aims to empiricaly demonstrate the viability and benefits of an awareness-based approach to diversify knowledge between potential learning partners. Groups of four learners studied lesson material on biology. After a knowledge test, the groups were to form collaborative learning dyads. Based on the test, a novel knowledge discrepancy calculation tool discerned group configurations with maximal and minimal discrepancies in knowledge between potential learning partners. In the experimental condition, groups were made aware of the results of this calculation; in the control condition, groups were asked to form dyads absent any additional guidance. The significant majority of groups in the experimental condition formed dyads with maximal knowledge discrepancy between partners. The majority of groups in the control condition formed dyads based on factors unrelated to learning. We anticipated that in dyads with discrepant knowledge, partners will be better able to fill each other's knowledge gaps. Although a significant difference between conditions did not transpire, there was a significant correlation between knowledge discrepancy and learning gain across conditions. The implications of these findings for effective learning group organization are discussed; implementation of the calculation tool in classrooms and MOOCs is proposed.
Published in: IEEE Transactions on Learning Technologies ( Volume: 11, Issue: 3, 01 July-Sept. 2018)
Funding Agency:
Universitatsklinikum Tubingen, Tubingen, Baden-Württemberg, DE
Michail D. Kozlov received the BSc (Hons) degree in psychology, in
2008, the PhD degree in psychology, in 2012, from Cardiff University in Cardiff, United Kingdom. Since then, he was a
research associate with the Leibniz-Institut fr Wissensmedien in Tbingen, and the Eberhard-Karls
Universitt Tbingen. He has authored or co-authored seven articles in peer-reviewed journals. His research
interests include...Show More
Michail D. Kozlov received the BSc (Hons) degree in psychology, in
2008, the PhD degree in psychology, in 2012, from Cardiff University in Cardiff, United Kingdom. Since then, he was a
research associate with the Leibniz-Institut fr Wissensmedien in Tbingen, and the Eberhard-Karls
Universitt Tbingen. He has authored or co-authored seven articles in peer-reviewed journals. His research
interests include...View more
Leibniz-Institut fr Wissensmedien, Tbingen, Germany
Jrgen Buder received the diploma in psychology, in 1995, the
Dr. in rer. Soc., in 2002. He was employed with the Deutsches Institut fr Fernstudienforschung (DIFF),
Tbingen, the Eberhard-Karls Universitt Tbingen, and the Leibniz-Institut fr Wissensmedien
(IWM) in Tbingen. He is on the editorial board of the International Journal of Computer-Supported
Collaborative Learning. He has published 20 articles ...Show More
Jrgen Buder received the diploma in psychology, in 1995, the
Dr. in rer. Soc., in 2002. He was employed with the Deutsches Institut fr Fernstudienforschung (DIFF),
Tbingen, the Eberhard-Karls Universitt Tbingen, and the Leibniz-Institut fr Wissensmedien
(IWM) in Tbingen. He is on the editorial board of the International Journal of Computer-Supported
Collaborative Learning. He has published 20 articles ...View more
Leibniz-Institut für Wissensmedien, Tübingen, Germany
Daniel Thiemann received the diploma in psychology from the
University of Trier, in 2013 with a main focus in work, organizational, and business psychology and a minor in
business administration. He is working toward the PhD degree at the University of Tbingen and works as a
research scientist at the Leibniz-Institut fr Wissensmedien. His current research focuses on how crucial
decision processes in or...Show More
Daniel Thiemann received the diploma in psychology from the
University of Trier, in 2013 with a main focus in work, organizational, and business psychology and a minor in
business administration. He is working toward the PhD degree at the University of Tbingen and works as a
research scientist at the Leibniz-Institut fr Wissensmedien. His current research focuses on how crucial
decision processes in or...View more
Contents Universitatsklinikum Tubingen, Tubingen, Baden-Württemberg, DE
Michail D. Kozlov received the BSc (Hons) degree in psychology, in
2008, the PhD degree in psychology, in 2012, from Cardiff University in Cardiff, United Kingdom. Since then, he was a
research associate with the Leibniz-Institut fr Wissensmedien in Tbingen, and the Eberhard-Karls
Universitt Tbingen. He has authored or co-authored seven articles in peer-reviewed journals. His research
interests include: computer-supported collaborative learning, virtual environments, and memory. He was the student
representative of the British Psychological Society in Cardiff and is currently a full member of the Deutsche
Gesellschaft fr Psychologie and the Berufsverband Deutscher Psychologinnen and Psychologen.
Michail D. Kozlov received the BSc (Hons) degree in psychology, in
2008, the PhD degree in psychology, in 2012, from Cardiff University in Cardiff, United Kingdom. Since then, he was a
research associate with the Leibniz-Institut fr Wissensmedien in Tbingen, and the Eberhard-Karls
Universitt Tbingen. He has authored or co-authored seven articles in peer-reviewed journals. His research
interests include: computer-supported collaborative learning, virtual environments, and memory. He was the student
representative of the British Psychological Society in Cardiff and is currently a full member of the Deutsche
Gesellschaft fr Psychologie and the Berufsverband Deutscher Psychologinnen and Psychologen.View more
Leibniz-Institut fr Wissensmedien, Tbingen, Germany
Jrgen Buder received the diploma in psychology, in 1995, the
Dr. in rer. Soc., in 2002. He was employed with the Deutsches Institut fr Fernstudienforschung (DIFF),
Tbingen, the Eberhard-Karls Universitt Tbingen, and the Leibniz-Institut fr Wissensmedien
(IWM) in Tbingen. He is on the editorial board of the International Journal of Computer-Supported
Collaborative Learning. He has published 20 articles in peer reviewed journals, and seven book chapters. His
current research interests include computer-supported collaborative learning, biased information processing, and
social media.
Jrgen Buder received the diploma in psychology, in 1995, the
Dr. in rer. Soc., in 2002. He was employed with the Deutsches Institut fr Fernstudienforschung (DIFF),
Tbingen, the Eberhard-Karls Universitt Tbingen, and the Leibniz-Institut fr Wissensmedien
(IWM) in Tbingen. He is on the editorial board of the International Journal of Computer-Supported
Collaborative Learning. He has published 20 articles in peer reviewed journals, and seven book chapters. His
current research interests include computer-supported collaborative learning, biased information processing, and
social media.View more
Leibniz-Institut für Wissensmedien, Tübingen, Germany
Daniel Thiemann received the diploma in psychology from the
University of Trier, in 2013 with a main focus in work, organizational, and business psychology and a minor in
business administration. He is working toward the PhD degree at the University of Tbingen and works as a
research scientist at the Leibniz-Institut fr Wissensmedien. His current research focuses on how crucial
decision processes in organizational teams can be improved by information visualizations.
Daniel Thiemann received the diploma in psychology from the
University of Trier, in 2013 with a main focus in work, organizational, and business psychology and a minor in
business administration. He is working toward the PhD degree at the University of Tbingen and works as a
research scientist at the Leibniz-Institut fr Wissensmedien. His current research focuses on how crucial
decision processes in organizational teams can be improved by information visualizations.View more
