Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication
Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication
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计算机支持的教学交流中学习和交流视角的整合
DOI：
10.1027/1864-1105/a000101
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
N. Rummel
中科院分区：
文献类型：
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作者：
Anne Deiglmayr;E. Paus;C. McCall;Dejana Mullins;Kirsten Berthold;Jörg Wittwer;N. Krämer;N. Rummel
计算机支持的教学传播(CSIC)研究涉及计算机学习环境中教师、学习者和系统组件之间的交互作用。至少可以确定两个对理解CSIC至关重要的研究：从学习的角度来看，CSIC植根于认知和教育心理学，分析其促进特定认知过程的潜力，从而最终改善学习。从传播学的角度，根植于社会心理学和传播学，分析了影响其有效性和效率的条件。CSIC的研究人员面临着整合这两个传统上独立的研究思路及其独特的方法框架的挑战。反过来，研究方法的综合应用产生了新的方法和发现，导致了关于CSIC中个体间和个体内水平之间的因果机制的新的概念性挑战。我们提供了CSIC研究的例子，展示了成功的方法整合，并引入了开放的概念挑战。
Research on computer-supported instructional communication (CSIC) involves the study of interactions between instructors, learners, and system components in computer-based learning environments. At least two strands of research can be identified that are crucial for the understanding of CSIC: From the learning perspective, rooted in cognitive and educational psychology, CSIC is analyzed with regard to its potential for promoting specific cognitive processes, and thus ultimately for improving learning. From the communication perspective, rooted in social psychology and communication science, CSIC is analyzed with regard to conditions that affect its effectiveness and efficiency. CSIC researchers face the challenge of integrating the two traditionally separate research strands and their distinct methodological frameworks. In turn, new methods and findings emerging from an integrative application of research methods are leading to new conceptual challenges regarding the causal mechanisms mediating between the interindividual and the intraindividual levels in CSIC. We provide examples of CSIC research that demonstrate successful methodological integration, and introduce open conceptual challenges.