Abstract
Online-based collaborative learning requires a new role for teachers and, associated with this, new didactic methods. Based on the concept of provocation, such didactics are developed in distinction to the idea of exclusively self-directed learning. In this context, provocation is understood as the intended confrontation of a learner with material that is contrary to his or her attitude. The foundations of the didactics presented here are derived from a variety of theoretical roots and empirical research findings: The relationship to the concept of competence, to systems theory, to emotion psychology, to the induction of cognitive conflict, to dissonance theory and to Kelly's theory of personal constructs is addressed. Concrete methods of provocative didactics for e-learning discussed include provocative statements, inducing attitudinally contrasting perspectives and a task based on "fixed-role therapy". The methods of provocative didactics mean a high degree of individualisation of learning and an intensification of the relationship between learner and teacher.
