{"title":"远程连接在线学习者:使用隐喻作为参考点的希望和挑战","authors":"A. Wise, P. Padmanabhan, T. Duffy","doi":"10.3115/1599503.1599549","DOIUrl":null,"url":null,"abstract":"This experimental study probed the effectiveness of three kinds of objects (videos, theories, metaphors) as common reference points for conversations between online learners. Outcome measures were learners' levels of tacit-knowledge (TK) of specific concepts related to their practice (teaching). Learners' level of detail-focus was examined as a mediating variable. Results showed a positive effect of detail-focus within Metaphor condition for two of three TK indicators examined. Implications for online conversation design are discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Connecting online learners at a distance: the promise and challenge of using metaphors as reference points\",\"authors\":\"A. Wise, P. Padmanabhan, T. Duffy\",\"doi\":\"10.3115/1599503.1599549\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This experimental study probed the effectiveness of three kinds of objects (videos, theories, metaphors) as common reference points for conversations between online learners. Outcome measures were learners' levels of tacit-knowledge (TK) of specific concepts related to their practice (teaching). Learners' level of detail-focus was examined as a mediating variable. Results showed a positive effect of detail-focus within Metaphor condition for two of three TK indicators examined. Implications for online conversation design are discussed.\",\"PeriodicalId\":120843,\"journal\":{\"name\":\"International Conference on Computer Supported Collaborative Learning\",\"volume\":\"5 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2009-06-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Conference on Computer Supported Collaborative Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3115/1599503.1599549\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Conference on Computer Supported Collaborative Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3115/1599503.1599549","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Connecting online learners at a distance: the promise and challenge of using metaphors as reference points
This experimental study probed the effectiveness of three kinds of objects (videos, theories, metaphors) as common reference points for conversations between online learners. Outcome measures were learners' levels of tacit-knowledge (TK) of specific concepts related to their practice (teaching). Learners' level of detail-focus was examined as a mediating variable. Results showed a positive effect of detail-focus within Metaphor condition for two of three TK indicators examined. Implications for online conversation design are discussed.
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