Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
16 - The Collaboration Principle in Multimedia Learning
Published online by Cambridge University Press: 05 June 2012
Edited by
Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
Summary
Abstract
Based on sociocultural and social cognitive theory, computer support for collaborative learning (CSCL) has emerged as a new research and development subdiscipline of computer-mediated communication. The emphasis of CSCL is on supporting collaborative learning activities in online multimedia environments. In this chapter, we review research on the nature of the technology used, how the learning groups are comprised (e.g., group size, learner characteristics), the learning outcome engaged by the task, the role of the tutor, the effects of community-building activities, the nature of the learning or communication assessment, and the effects of scaffolds or discussion constraints on learning. Based on this research, we make a variety of recommendations for the design and implementation of learning environments.
Introduction to the Collaboration Principle
In the past decade, the study of learning has been influenced increasingly by constructivism and social theories. Not only have the epistemological and ontological assumptions about the nature of learning changed as a result of constructivist influences, but the nature of instructional and learning activities has changed dramatically. At the risk of oversimplification, the most obvious effect of this influence has been a shift from emphasis on instructional communication systems to an emphasis on practice-based, collaborative learning systems. The goal of instructional systems, informed by objectivist assumptions, was to effectively design messages to support the efficient transmission of knowledge about the world.
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 247 - 270Publisher: Cambridge University PressPrint publication year: 2005
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