연구동향 분석
박사

협력 스크립트 제시 유형이 협력부하, 협력과정 및 성과에 미치는 영향 = (The) effects of the types of collaboration script on collaboration load, collaboration process and outcome

정효정 2010년

논문상세정보
    • 저자 정효정
    • 형태사항 26 cm: 159 p.: 삽도
    • 일반주기 국문초록 수록, Abstract: p. 152-156, 부록: 1. 컴퓨터 활용능력 검사, 2. 협력학습 성향 검사, 3. 협력부하 검사 외, 참고문헌: p. 109-121
    • 학위논문사항 교육공학과, 한양대학교 대학원, 2010. 8, 학위논문(박사)-
    • 발행지 서울
    • 언어 kor
    • 출판년 2010
    • 발행사항 한양대학교 대학원
    • 주제어 교육방법
    유사주제 논문( 63)
인용/피인용
' 협력 스크립트 제시 유형이 협력부하, 협력과정 및 성과에 미치는 영향 = (The) effects of the types of collaboration script on collaboration load, collaboration process and outcome' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교육방법
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
64 1

0.0%

' 협력 스크립트 제시 유형이 협력부하, 협력과정 및 성과에 미치는 영향 = (The) effects of the types of collaboration script on collaboration load, collaboration process and outcome' 의 참고문헌

  • 박사
    초보 학습자들의 복합적 과제 학습에서 지원정보 제시 시기와 연습문제 제시 순서화의 효과
    심현애 한양대학교 대학원 박사학위논문 [2008]
  • 네트웍 기반 학습에서 협력적 성찰지원 도구 설계 전략 탐색
    김동식 김지일 이승희 컴퓨터교육학회논문지 [2002]
  • 과제의 구조화 정도에 따른 위키 활용 학습의 효과 탐색에 관한 연구
    김민정 김혜원 교육공학연구 [2008]
  • van Merri?nboer의 교수설계이론
  • Working memory and language: an overview
    Baddeley [2003]
  • Why minimally guided teaching techniques do not work: A reply to commentaries
  • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist discovery, problem-based, experiential, and inquiry-based teaching
    Clark Kirschner Why minimal guidance during instruction does not work: An analysis of the failure of constructivist discovery [2006]
  • Why Team Cognition?
    Fiore Salas Why team cognition? [2004]
  • When imagining information is effective
  • When collaboration doesn’t work
  • What do you mean by collaborative learning?
    Dillenbourg P What do you mean by collaborative learning [1999]
  • Variability of worked examples and transferof geometrical problem-solving skills: A cognitive-load approach
  • Use of examples and procedures in problem solving
  • Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps
  • Training complex cognitive skillsEnglewood Cliffs
  • Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation
  • Theexpertise reversal effect
    Ayres,P. The expertise reversal effect [2003]
  • The subgoal learning model: Creating better examples so that students can solve novel problems
    Catrambone [1998]
  • The self-explanation principle in multimedia learning
    Chi Roy [2005]
  • The role ofgrounding in collaborative learning tasks
    Baker Traum The role of grounding in collaborative learning tasks [1999]
  • The role of visualindicators in dual sensory mode instruction
  • The mechanics of CSCL macro scripts
  • The instructive animation: Helping students buildconnections between words and pictures in multimedia learning
  • The influence of shared mental models on team process and performance
  • The impact of sequencing and prior knowledgeon learning mathematics through spreadsheet applications
    Ayres Clarke Sweller The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications [2005]
  • The effects of writing ability and mode of discourse on cognitive capacity engagement
    Kelly Reed [1985]
  • The effects of the coordination support on shared mental models and coordinated action
    Kim [2008]
  • The effects of self-explanation training on students' problem solving in high-school mathematics
    Keeves Wong [2002]
  • The design implementation, and evaluation of an interactive multimedia environmental design research information system: architectural design review as case study
    Gordon The design implementation [2005]
  • The contributions of studying examples and solving problems to skill acquisition
  • The content of physics self-explanations
    Chi VanLehn [1991]
  • The affordance of anchored discussion for the collaborative processing of academic texts
  • The Nature and Development of Informal Reasoning Skills in College Students
    Cerbin [1988]
  • The Interplay of internal and external scripts
    The interplay of internal and external scripts [2007]
  • Ten steps to complex learning: L
  • Teachingcomplex rather than simple tasks: Balancing intrinsicand germane load to enhance transfer of learning
  • Taking theload off a learner's mind: Instructional design forcomplex learning
  • Structuring the transition fromexample study to problem solving in cognitive skill acquisition:A cognitive load perspective
    Atkinson R.K Renkl Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective [2003]
  • Structuring effective workedexamples
    Sweller Ward Structuring effective worked examples [1990]
  • Structuring dyadic interaction through scripted cooperation
    O?Donnell [1999]
  • Strategies for computer-based programming instruction: Program completion vs. program generation
  • Specifying computer-supported collaboration scripts
    Kobbe [2007]
  • Shared mental models in expert team decision making
  • Scripts, plans, goals, and understanding : an inquiry into human knowledge structures
    Schank, Roger C. Scripts plans [1977]
  • Scripts for computer-supported collaborative learning
    Weinberger [2003]
  • Scripting computer-supported collaborative learning
  • Scripted cooperation in student dyads:A method for analyzing and enhancing academic learning and performance
  • Roles of computational scripts Scripting computer-supported collaborative learning:
    Suthers [2007]
  • ReferringasaCollaborative Process
  • Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
  • Reducing cognitive load by mixing auditory and visual presentation modes
  • Redirecting learners' attention during training: Effects on cognitive load transfer test performance and training efficiency
  • Reciprocal teaching: A review of the research
  • Rapid dynamic assessment of expertise to improve the efficiency of adaptive E-learning
    Kalyuga Sweller Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning [2005]
  • Promoting effective helping behavior in peer-directed groups
  • Productive helping in cooperative groups
  • Producing equal-status interaction in the heterogeneous classroom
    Cohen Lotan [1995]
  • Problem-based learning is compatible with human cognitive architecture
  • Planning shared mental models, and coordinated performance:
    Milanovich Stout Planning shared mental models [1999]
  • Peer interaction and learning in small groups
    Webb [1989]
  • Over-scripting CSCL: The risks of blending collaborativelearning with instructional design
    Dillenbourg Over-scripting CSCL: The risks of blending collaborative learning with instructional design [2002]
  • Nine ways to reduce cognitive load in multimedia learning
  • Negotiation-tools in CSCL-scenarios: do they have a valid use?
  • Mental effort and performance as determinants for the dynamic selection of learning tasks in air traffic control training
  • Maximizing constructivist learning from multimedia communications by minimizing cognitive load
    Mayer Vagge [1999]
  • Managing cognitive load in educational multi-user virtual environments: reflection on design practice
  • Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches
  • Macrocognition in teams : theories and methodologies
  • Learning to collaborate while being scripted or by observing a model
  • Learning to collaborate in a computer-mediated setting:
  • Learning to Collaborate: An Instructional Approachto Promoting Collaborative Problem Solving in Computer-Mediated Settings
    Rummel Spada Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings [2005]
  • Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts
    Hilbert, T. [2004]
  • Learning from worked-out examples: The effects of example variability and elicited self-explanations
  • Learning from worked-out examples: A study on individual differences
  • Learning from examples:Instructional principles from the worked examples research
  • Learning by explaining to oneself and to others
  • Learner experienceand efficiency of instructional guidance
    Chandler Kalyuga Sweller Learner experience and efficiency of instructional guidance [2001]
  • Knowledge convergence in computer-supported collaborative learning: The role of external representation tools
  • Just-in-time information presentation and the acquisition of complex cognitive skills
  • Internal and external scripts in computer-supported collaborative inquiry learning
  • Internal and External CollaborationScripts in Web based Science Learning at Schools
  • Instructional support for collaboration in desktop videoconference settings
  • Instructional design for advanced learners: Establishing connections between the theoretical frameworks ofcognitive load and deliberate practice
  • Instructional control of cognitive load in the training of complex cognitive tasks
    Paas [1994]
  • Individual differences rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
    Griffin Thiede Individual differences rereading [2008]
  • Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency
    Kirschner [2009]
  • Impact of reducing intrinsic cognitive load onlearning in a mathematical domain
    Ayres Ayres,P. Impact of reducing intrinsic cognitive load on learning in a mathematical domain [2006]
  • How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking
  • Guidance during mathematicalproblem solving
    Sweller Tarmizi Guidance during mathematical problem solving [1988]
  • Grounding in multi-modal task-oriented collaboration
  • Grounding in communication
  • Goal configurations and processingstrategies as moderators between instructional design andcognitive load: Evidence from hypertext-based instruction
    Gerjets Scheiter Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction [2003]
  • Generalizing solution procedures learned from examples
    Catrambone [1996]
  • From example study to problem solving: Smooth transitions help learning
  • Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction
  • Flexibility in macro-scripts for computersupportedcollaborative learning
    Dillenbourg Tchounikine Flexibility in macro-scripts for computer-supported collaborative learning [2007]
  • Fading scripts in computer-supported collaborative learning:
  • External representations of argumentation in CSCL and the management of cognitive load
  • Exploring multidimensional approaches to the efficiency of instructional conditions
  • Exploring Foundations for Computer-Supported CollaborativeLearning
    Lipponen Lipponen, L. Exploring foundations for computer-supported collaborative learning [2002]
  • Epistemology practical work and academic skills in science education
    Kirschner [1992]
  • Elements of discourse understanding:
    Clark Sag [1981]
  • Elaborating new arguments through a CSCL scenario
  • Efficiency in learning: Evidence-based guidelines to manage cognitive load:
  • E-learning and the science of instruction
    Clark Mayer [2003]
  • E-Learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning
  • Dynamics of cognitive load theory: A model-based approach
    Sawicka [2008]
  • Dynamic problem selection in air traffic control training: A comparison between performance
  • Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
    Catrambone Gerjets Scheiter Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures [2004]
  • Construction of shared knowledge during collaborative learning
    Chi Jeong [1999]
  • Consequences of history-cued and means-end strategies in problem solving
  • Conditions and effects of example elaboration
    Renkl Stark [2002]
  • CommunicationOverhead: The Hidden Cost of Team Cognition
    Macmillan Serfaty Communication overhead: The hidden cost of team cognition [2004]
  • Common ground and coordination in joint activity
    Klein Woods [2004]
  • Collaboration scripts- aconceptualanalysis
  • Collaboration Load
    Betrancourt Dillenbourg Collaboration load [2006]
  • Cognitive load while learning to use a computer program
    Chandler Sweller Cognitive load while learning to use a computer program [1996]
  • Cognitive load theoryand instructional design: Recent developments
  • Cognitive load theory:Instructional implications of the interaction betweeninformation structures and cognitive architecture
  • Cognitive load theory and aging: Effects of worked examples on training efficiency
  • Cognitive architecture and instructional design
  • Coercing shared knowledge in collaborative learning environments
  • Can people learn computer-mediated collaborationby following a script
    Rummel Spada Can People Learn Computer-Mediated Collaboration by Following A Script? [2007]
  • Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
  • 박사
    CSCL에서 협력적 지식 구축을 지원하는 컴퓨터 기반 협력 스크립트 효과 분석
    권숙진 한양대학교 대학원 박사학위논문 [2008]
  • CSCL에서 스캐폴딩의 유형이 공유정신모형에 미치는 영향
    권숙진 김동식 CSCL에서 스캐폴딩의 유형이 공유정신모형에 미치는 영향 [2006]
  • Blueprints for complexlearning: The 4C-ID-Model
    [2002]
  • Beyond one's own perspective: The psychology of cognitive interdisciplinarity
    Bromme [2000]
  • Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice
  • Assimilating complexinformation
    Chandler Pollock Sweller Assimilating complex information [2002]
  • Assessment of learners' organised knowledgestructures in adaptive learning environments
    Kalyuga Assessment of learners' organised knowledge structures in adaptive learning environments [2006]
  • An integrated model of text and picture comprehension
    Schnotz [2005]
  • An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive Tutor
    Aleven Koedinger An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor [2002]
  • Adult-child interaction as a source of self-regulation in children
    Wertsch [1985]
  • A cognitive load approach to collaborative learning: United brains for complex tasks
    Kirschner [2009]
  • A Model of the Self-Explanation Effect
  • 2 Verbal Reports on Thinking