Promotive activities in technology-enhanced cooperative whole person learning

Numerous studies indicate that learning is most effective in terms of persistency when it addresses the whole person rather than merely the intellect. Based on the person-centred approach, a set of promotive activities that foster significant learning have been extensively researched in classroom settings. The major scientific goal of this dissertation is to investigate whether and how promotive activities may be applied in cooperative technology-enhanced learning settings.
The main three fields of interest that have been investigated using a combination of quantitative and qualitative methods are: motivational aspects, the impact of media selection on peer review, and active listening with means of written online communication.
Four courses with different course designs were compared, aiming at identifying pedagogical elements that drive motivation. As expected, students appreciate the person-centred style. Furthermore, rewarding self-initiative and high practical relevance are qualified motivation drivers.
Investigating the impact of media selection, two case studies compared online and face-to-face peer reviews. Essentially, the setting with written online peer review and the possibility to raise a query seemed highly appropriate.
Adopting the face-to-face communication concept of active listening in settings with written online communication is a novel asset. Study results demonstrate that active listening is not limited to oral settings. Essentially, students are able to overcome the difficulties of the respectively used media (instant messaging and e mail communication) and can apply the concept accordingly.
Finally, the dissertation draws up general recommendations concerning promotive activities in technology-enhanced learning settings targeted at students of business informatics and computer science.