Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 434957
Title Fostering multidisciplinary learning through computer-supported collaboration script: The role of a transactive memory script
Author(s) Noroozi, O.; Weinberger, A.; Biemans, H.J.A.; Teasley, S.D.; Mulder, M.
Source In: Proceedings of the Seventh European Conference on Technology Enhanced Learning, Saarbrucken, Germany, 18 - 21 September. - Saarbrücken, Germany : Springer Verlag - ISBN 9783642332623 - p. 413 - 418.
Event Saarbrücken, Germany : Springer Verlag - ISBN 9783642332623 EC-TEL 2013 – 8th European Conference on Technology Enhanced Learning, Saarbrucken, Germany, 2012-09-18/2012-09-21
DOI https://doi.org/10.1007/978-3-642-33263-0_36
Department(s) Education and Competence Studies
WASS
Publication type Contribution in proceedings
Publication year 2012
Abstract For solving many of today's complex problems, professionals need to collaborate in multidisciplinary teams. Facilitation of knowledge awareness and coordination among group members, that is through a Transactive Memory System (TMS), is vital in multidisciplinary collaborative settings. Online platforms such as ICT tools or Computer-supported Collaborative Learning (CSCL) have the potential to facilitate multidisciplinary learning. This study investigates the extent to which establishment of various dimensions of TMS (specialization, coordination, credibility) is facilitated using a computer-supported collaboration script, i.e. a transactive memory script. In addition, we examine the effects of this script on individual learning satisfaction, experience, and performance. A pre-test, post-test design was used with 56 learners who were divided into pairs based on disciplinary background and randomly divided into treatment condition or control group. They were asked to analyse, discuss, and solve an authentic problem case related to their domains. Based on the findings, we conclude that a transactive memory script in the form of prompts facilitates construction of a TMS and also improves learners' satisfaction with learning experience, and performance. We provide explanations and implications for these results.
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