Abstract
This project characterises the studiehuis as an amorphous Learning Network. In such settings, learning
needs to be guided for self-organisational processes to emerge. Using a cognitive load approach it is
argued that without guidance, students have to allocate cognitive capacity to structuring the cooperative
process of knowledge sharing, thus diminishing the capacity available for knowledge sharing and
learning. In the domain of online information-seeking, it is investigated whether peer-tutoring can be
used as guidance and how peer-tutoring is modulated by the distance in tutee-tutor expertise levels. A
design-experiment is conducted to fine-tune the technical infrastructure needed to guide self-
organisation.
| Original language | English |
|---|---|
| Publication status | Published - 4 Oct 2005 |
Keywords
- peer tutoring
- cognitive load theory
- learning network