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Over-scripting CSCL: The risks of blending collaborative learning with instructional design
- In
, 2002
"... learning with instructional design. ..."
The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups
- Small Group Research
, 2004
"... The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison ..."
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The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison of 33 questionnaire observations, distributed over 10 groups in two research conditions (role and nonrole) revealed no main effect for performance (grade). A latent variable was interpreted as perceived group efficiency (PGE). Multilevel modeling yielded a positive, marginal effect for PGE. Groups in the role condition appear to be more aware of their efficiency as compared to groups in the nonrole condition, regardless of whether they performed well or poorly. Content analysis reveals more task-content focused statements in the role condition; however, this was not as we hypothesized (i.e., the premise that roles decrease coordination). In fact, roles appear to stimulate coordination that simultaneously increases the amount of task-content focused statements.
Computer-mediated knowledge communication
- Studies in Communication Sciences
, 2003
"... The dissemination of computer-based information and communication technologies has produced a new array of working and learning scenarios. New communication technologies grant access to expert opinions and bridge time and space to influence communities of practice and learning. The medium of the co ..."
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Cited by 13 (4 self)
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The dissemination of computer-based information and communication technologies has produced a new array of working and learning scenarios. New communication technologies grant access to expert opinions and bridge time and space to influence communities of practice and learning. The medium of the computer may have beneficial or detrimental effects on how knowledge is communicated in these scenarios. Thus, it can be argued, computer-mediated knowledge communication may need to be facilitated in order to foster its potential and reduce its possible disadvantages. In the following paragraphs, various computer-based communication media will be portrayed. Next, their potentials and barriers for typical knowledge communication practice will be discussed on the basis of recent pedagogical and social psychological findings. Finally, a summary will be presented on the ways to facilitate computer-mediated knowledge communication suggested by the presented studies.
Analyzing and supporting collaboration in cooperative computermediated communication,‖ 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years
- International Society of the Learning Sciences, 2005
"... Abstract. Two methods for fostering collaborative behavior are compared: a feedback-mechanism to scaffold collaborative behavior, and use of distributed learning resources. Based on recent re-search on what constitutes effective collaboration behavior, we developed a coding scheme to categorize lear ..."
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Cited by 8 (0 self)
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Abstract. Two methods for fostering collaborative behavior are compared: a feedback-mechanism to scaffold collaborative behavior, and use of distributed learning resources. Based on recent re-search on what constitutes effective collaboration behavior, we developed a coding scheme to categorize learner-learner interaction as collaboration. In a collaboration environment for learner dyads specifically implemented to test our hypotheses, a human observer identified, in parallel with students ’ interactions, instances of real collaboration, and gave online feedback. In the same two-factorial design, we varied the resources available to the partners. The influence of these in-terventions on outcomes related to knowledge acquisition, problem-solving, group climate and collaborative behavior was tested. Results suggest there are benefits in providing a feedback ap-proach in fostering collaboration and enhancing problem-solving quality.
Cooperation scripts for learning via web-based discussion boards and videoconferencing’, Paper presented at EARLI SIM 2004, Tubingen. http:// www.cs.uu.nl/docs/vakken/b3elg/literatuur_files/weinberg.pdf
- in Proceedings of the 2001 International ACM SIGGROUP Conference on Supporting Group Work
, 2004
"... Abstract. Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned ..."
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Abstract. Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Collaborative learning environments may be improved by scripts that structure epistemic activities and social interactions of learners. Two studies are being reported that investigated the effects of epistemic and social scripts in a text-based and a videoconferencing computersupported learning environment. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in the two studies. Results show that social scripts can be substantially beneficial with respect to knowledge acquisition, whereas epistemic scripts apparently do not to lead to the expected effects or even hinder learning.
Building a networked environment in wikis: The evolving phases of collaborative learning in a wikibook project
- Journal of Educational Computing Research
, 2009
"... Wikis, when used as an open editing tool, can have profound and subtle effects on students ’ collaborative learning process. Hailed as a collaborative learning and writing tool, many questions remain regarding the pedagogical impacts of using wikis in the classroom. Do students feel comfortable edit ..."
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Wikis, when used as an open editing tool, can have profound and subtle effects on students ’ collaborative learning process. Hailed as a collaborative learning and writing tool, many questions remain regarding the pedagogical impacts of using wikis in the classroom. Do students feel comfortable editing each others ’ wiki articles? Do students learn collaboratively and construct knowledge for the community? What challenges did they experience in a networked environment? This study addressed these questions using quali-tative methods, including multiple semi-structured interviews and student reflective journals, for analysis. The findings challenge idealistic hypotheses that wiki work, without careful design and implementation, is naturally beneficial. It was also found that collaborative writing and learning were the exception rather than the norm among participants in the early stages of wiki work. It is recommended that instructors provide highly supportive learning experiences to teach students how to use wikis and how to work collabora-tively when implementing wikis to maximize the benefits of this emerging tool.
Co-constructing artefacts and knowledge in net-based teams: Implications for the design of collaborative learning environments
- In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education
, 2005
"... support predominantly individual learning; from first generation drill and practice programs to today’s advanced, knowledge-based tutorial systems, one learner interacting with one computer has been the typical setting. Mathematics educators, however, increasingly appreciate the value of collaborati ..."
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support predominantly individual learning; from first generation drill and practice programs to today’s advanced, knowledge-based tutorial systems, one learner interacting with one computer has been the typical setting. Mathematics educators, however, increasingly appreciate the value of collaborative learning and include team-learning activities in their lessons. In this presentation, drawing on our research in science and design areas, an overview is provided of the approaches and lessons learned regarding computer-supported collaborative learning and a number of design guidelines for computer-supported collaborative learning environments are suggested. Since equations and graphs are so important in mathematics, particular attention is paid to the role of external representations (and their co-construction) for computer-mediated collaboration. APPROCHES TO FOSTER COLLABORATIVE LEARNING Why foster collaboration? There are two arguments for supporting individuals as well as groups in cooperative behavior. First, cooperative behavior and, thus, collaborative learning leads to better performance of students compared to individual or
WEB-BASED DISCUSSION BOARDS AND
, 2007
"... Abstract. Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned a ..."
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Abstract. Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Collaborative learning environments may be improved by scripts that structure epistemic activities and social interactions of learners. Two studies are being reported that investigated the effects of epistemic and social scripts in a text-based and a videoconferencing computersupported learning environment. In each study the factors "epistemic script " and "social script " have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in the two studies. Results show that social scripts can be substantially beneficial with respect to knowledge acquisition, whereas epistemic scripts apparently do not to lead to the expected effects or even hinder learning. 1. DIMENSIONS OF COLLABORATIVE LEARNING Collaborative learning builds on the idea that all learners of a group elaborate learning material together without direct or immediate intervention of the teacher (Cohen, 1994). For instance, learners may contribute and discuss divergent
Running Head: INTERNAL AND EXTERNAL SCRIPTS Internal and External Scripts in Computer-Supported Collaborative Inquiry Learning
, 2012
"... This is a post-print of an article submitted for consideration in the Learning and Instruction © 2007 Elsevier. Personal use of this manuscript is permitted. Permission from Elsevier must be obtained for any other commercial purpose. This article may not exactly replicate the published version, due ..."
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This is a post-print of an article submitted for consideration in the Learning and Instruction © 2007 Elsevier. Personal use of this manuscript is permitted. Permission from Elsevier must be obtained for any other commercial purpose. This article may not exactly replicate the published version, due to editorial changes and/or formatting and corrections during the final stage of publication. Interested readers are advised to consult the published version which can be found at:
