Abstract
This paper deals with collaborative knowledge construction in videoconferencing. The main topic for investigation is how to predict individual learning outcomes, and in particular the degree to which an individual's prior knowledge and collaborative knowledge construction can influence individual learning outcomes. In this context, the influence of prior knowledge and two measures of instructional support, a collaboration script and a content scheme, were analyzed with respect to collaborative knowledge construction. An empirical study was conducted using 159 university students. Students worked collaboratively in groups of three within a case-based videoconferencing learning environment and were supported by instructional support measures. Results indicated that collaborative knowledge construction had a greater impact on individual learning outcomes than an individual's prior knowledge.
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