Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.
Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
