No abstract

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

The purpose of this study is to manipulate the presentation timing of declarative and procedural information in the e-instruction of Chi-square testing and to examine the effect of four different presentation formats on cognitive load and instructional efficiency. The 160 participants were randomly assigned to receive one of the following four types of e-instruction formats: declarative information given either before or during practice task crossed with procedural information given either before or during practice task. The practice task of Chi-square testing was designed to contain six learning units transformed into e-instruction materials by using Frontpage software. Each participant learned to finish a practice task and then filled out a scale of mental efforts and a test with two Chi-square testing problems, one equivalent and one variant to the practice task. The results showed that in terms of the test performance scores and instructional efficiency, the best presentation format is declarative information given before and procedural information given during the practice task. In so doing, attention split can be avoided and working memory load is reduced, so that the cognitive load is well managed. Keywords-declarative information; procedural information; einstruction; instructional efficiency; cognitive loadI. [1,2,3] [4] Sweller [2,3,4] (practice task) (declarative information) (procedural information) (elaboration) If Then (pieceby-piece) (just-in-time) (timing) [5,6,7] [4,8] II.