Collaborative Learning in Virtual Seminars – Evaluation Data and Process-Product-Analyses

B. Kopp, K. Schnurer, and H. Mandl (Germany)


Collaborative learning, virtual seminars, process analyses


This paper deals with the evaluation of the virtual seminar “Introduction into Knowledge Management”, which was designed according to problem-based learning principles. These included authentic cases about knowledge management, multiple contexts and perspectives, collaboration, and instructional support. To measure the effects of the virtual seminar, different analyses were carried out: (1) The learners’ subjective estimation of important aspects for learning, (2) the learners’ contributions as indication of their content-specific engagement in the learning process during virtual phases, and (3) the collaborative knowledge outcome as indicator for the effectiveness of the seminar. 13 undergraduates were enrolled and three groups were formed. Results show that learners were very satisfied with their collaboration, that there was no general increase in the amount of cognitive, content-specific learning processes and the quality of the group product, but the quality of the group product was related to learning processes.

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