In:
Journal of Computer Assisted Learning, Wiley, Vol. 34, No. 2 ( 2018-04), p. 204-210
Abstract:
What is already known about this topic: Learning consists of assimilation and accommodation and takes place in a social environment. Assimilation refers to the addition of new information into an existing knowledge structure, accommodation describes the process in which the stimulus of new information causes restructuring of prior knowledge. Success of support–supported collaborative learning is influenced by the information incongruity between prior knowledge and new information and the social incongruity caused by the group membership of an information source. What this paper adds: The specific impact of both information and social incongruity on learning through collaboration is tested under laboratory conditions. One independent variable is the information incongruity between prior knowledge and new information (medium vs. low incongruity). The other independent variable is the social incongruity manipulated by group membership (ingroup vs. outgroup information) of other Wiki authors. The results showed that medium (vs. low) incongruity stimulated stronger accommodation and ingroup (vs. outgroup) information increased assimilation. Implications for practice and/or policy: The social boundary conditions that describe the relationship between the individual and the social group are essential for learning success. The specific impact of information and social incongruity should usefully be reflected in the design of learning settings using social media.
Type of Medium:
Online Resource
ISSN:
0266-4909
,
1365-2729
Language:
English
Publisher:
Wiley
Publication Date:
2018
detail.hit.zdb_id:
54878-9
detail.hit.zdb_id:
2015214-0
SSG:
5,3
