Influence of Feedback on Distributed Problem Based Learning

Published on Jan 1, 2003
· DOI :10.1007/978-94-017-0195-2_28
Jörg Zumbach9
Estimated H-index: 9
(Heidelberg University),
Peter Reimann28
Estimated H-index: 28
(USYD: University of Sydney)
Sources
Abstract
This research examines two different kinds of feedback-mechanism to scaffold problem solving as well as interaction in an asynchronous PBL course. An automated feedback mechanism has been used to enhance interaction and group well-being during computer supported collaborative learning. We tracked individual contribution behavior as well as learners’ motivation during collaborative problem-solving by means of an asynchronous communication platform. These data have been used to automatically generate visual aids, providing feedback about group members’ participation as well as motivational clues. A second feedback mechanism has been applied by aggregating learners’ problem solving discourse into a meta-document. This document revealed groups’ problem-solving strategies as well as their progress during different problem solving stages. We examined how this scaffolding methodology based on a group’s own behavior enhanced problem-solving outcomes. Results suggest positive influences of feedback mechanisms on problem-solving as well as motivational parameters.
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