Entwicklung einer Wahrnehmungstaxonomie für Lernkontexte unter Berücksichtigung unterschiedlicher Perspektiven und Öffentlichkeitsgrade

Abstract

Due to digitalization learning settings are increasingly opened. Through such an opening access to new, further knowledge exchange partners is generated. In an exploratory study Steinert et al. (2015) showed that learners perceive these new knowledge exchange partners even without explicit instructions. The present study systematizes the approaches of this study and examines whether there are differences in the perception of cognitive and social awareness information as well as the strength respectively proximity of the exchange partners’ interrelations. Hence, based on the current state of research, an awareness taxonomy for formal learning settings was theoretically derived and empirically tested.