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Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007)
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- Abstract
- Mit dem Stichwort E-Learning wird ein breites Spektrum von Lehr- und Lernformen bezeichnet, die in der einen oder anderen Weise durch Rechner unterstützt werden. In vielen dieser Formen spielt der Austausch zwischen den Beteiligten eine wichtige Rolle. Daher werden E-Learning-Umgebungen häufig mit Kommunikationskomponenten wie Chats oder Foren versehen. Neben diesen Kommunikationswegen steht den Studierenden im Allgemeinen noch eine Vielzahl anderer Kommunikationsmittel zur Verfügung. In einer Befragung an der Hochschule Darmstadt (ehemals Fachhochschule) wurde untersucht, welche Kommunikationswege von den Teilnehmern und Teilnehmerinnen eines E-Learning-Kurses genutzt und bevorzugt werden. Ausgangspunkt war dabei die Beobachtung, dass die von der Lernplattform angebotenen Kommunikationsmittel im Vergleich mit anderen Kommunikationswegen nur wenig genutzt wurden. Die Ergebnisse zeigen, dass alle zehn untersuchten Kommunikationswege (vom persönlichen Gespräch über EMail oder Voice-over-IP bis zu den Kommunikationsmitteln der Lernumgebung) für den Austausch zur Online-Lehrveranstaltung genutzt wurden. Die Intensität der Nutzung variierte allerdings stark: So gaben über 90 Prozent der Befragten an, sich durch direkte Gespräche oder E-Mails ausgetauscht zu haben, wogegen nur ca. zehn Prozent die Kommunikationsmittel der E-Learning-Plattform verwendeten. Der Hauptanteil der Kommunikation fand also nicht über die von der Lernplattform angebotenen Werkzeuge statt. Die Studierenden bevorzugten die Kommunikationswege, die sie auch sonst im Alltag benutzen.
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Kriegsman, S.: Catalog training for people who are not catalogers : the Colorado Digitization Project experience (2002)
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- Date
- 29. 7.2006 18:12:29
-
Ellett, R.: ¬An evaluation of the effectiveness of OCLC Online Computer Library Center's Web-based module on cataloging Internet resources using the Anglo-American Cataloging Rules and MARC21 (2002)
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- Date
- 29. 7.2006 18:13:29
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Cleote, L.: ¬The education and training of cataloguing students in South Africa through distance education (2005)
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- Date
- 29. 9.2008 19:00:53
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Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008)
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- Date
- 10. 2.2008 14:22:00
-
Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006)
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- Date
- 21. 7.2006 20:28:29
-
Ferris, A.M.: Cataloging Internet resources using MARC21 and AACR2 : Online training for working catalogers (2002)
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- Date
- 29. 7.2006 18:11:50
-
Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006)
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- Date
- 29. 2.2008 18:03:09
-
Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006)
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- BK
- 85.20 / Betriebliche Information und Kommunikation
- Classification
- 85.20 / Betriebliche Information und Kommunikation
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
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- Abstract
- K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
-
¬The digital university : building a learning community (2002)
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- Date
- 22. 3.2008 14:43:03
