scholarly journals Supportive guidance methods for wiki-based learning and knowledge construction

2018 ◽  
Author(s):  
Sven Heimbuch
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Knowledge Construction ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Learning Success ◽  
Collaboration Script

Wikis are a special representative of socio-technical systems that are increasingly used for the collaborative construction of knowledge and furthermore for individual and collaborative learning. The basic design of wiki systems enables users to generate content as articles and as well to discuss about subject matters on corresponding discussion forums in the article background, the so-called talk pages. Building upon prevailing theories and previous research on knowledge building with wikis, and more broadly computer supported collaborative learning (CSCL) in general, this dissertation investigated several effects of added supplemental scaffolding measures for wiki-based learning on processes and outcomes. Specifically, this work focused on (1) the effectiveness and efficiency implicit guidance approaches for wiki talk pages, (2) the effects of two distinct collaboration scripts as explicit guidance for knowledge construction with wikis, and (3) the relevance of specific learning-related individual differences for collaborative learning with wikis. Overall, five empirical studies have been conducted as part of this dissertation. Study 1 examined the effects of added controversy awareness highlights for wiki discussions. Results of the experiment showed that added highlights for controversial discussions directly affect individual selection and reading behaviour, as well as indirectly and to a lesser extent the learning outcomes and wiki contribution quality. Study 2 examined whether visualisations of author expertise and community-rating implicitly affect the user perception of controversial discussions in wikis. Results showed that if additional author information is visualised, it is much more likely that readers of wiki discussions follow an assumed expert’s argumentation. Studies 3 and 4 both examined effects of two distinct collaboration script approaches. The first script was derived from Wikipedia, whereas the second script is a self-developed script that was inspired by related empirical research. Results showed that the alternative script proposal is more beneficial for perspective-taking and integration of opposing evidence, as well as for individual learning success and the quality of collaboratively edited articles. Study 5 examined the effects of the controversy awareness highlights and the alternative collaboration script in interaction with individual differences of the Need for Cognitive Closure. This construct is relevant for the understanding of how people process ambiguous information that are likely to be found in controversial discussions. Results showed that persons with a high Need for Cognitive Closure benefit more, in terms of learning success, from the controversy awareness highlights for implicit guidance, whereas persons with a low Need for Cognitive Closure benefit more from the collaboration script as explicit guidance. This study series extends the empirical base of research on wiki-based knowledge construction and learning processes with investigations of supplemental different guidance measures and the consideration of individual differences.

scholarly journals Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

2018 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Learning Outcomes ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Learning Success ◽  
Collaboration Script ◽  
Visual Markers ◽  
Experimental Laboratory ◽  
Contradictory Evidence ◽  
The Individual ◽  
Additional Support

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions

2021 ◽  
Vol 11 (3) ◽  
pp. 1-16
Author(s):  
Aleksandra Lazareva
Keyword(s):  
Content Analysis ◽  
Experimental Design ◽  
Collaborative Learning ◽  
Knowledge Construction ◽  
Qualitative Content Analysis ◽  
Analysis Approach ◽  
Computer Supported Collaborative Learning ◽  
Student Interactions ◽  
Collaboration Scripts ◽  
Positive Effects

Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

scholarly journals Comparing effects of two collaboration scripts on learning activities for wiki-based environments

2018 ◽  
Author(s):  
Sven Heimbuch ◽  
Lisa Ollesch ◽  
Daniel Bodemer
Keyword(s):  
High Frequency ◽  
Knowledge Construction ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Educational Settings ◽  
Collaboration Scripts ◽  
Learning Success ◽  
Collaboration Script ◽  
Individual Article ◽  
Quality Learning

Knowledge construction assignments with wikis can be found in various educational settings. However, wiki environments are not inevitably suited to help learning and thus more guidance could be useful. In this study, we investigated the effects of two collaboration scripts with different aims during a two-week period of knowledge construction with wikis as a supplement to lectures about descriptive statistics. One script that is derived from Wikipedia’s suggested workflow promoted a high frequency of individual article edits without further coordination, while the alternative script encouraged participants to discuss any planned changes upfront. Results showed that our proposed collaboration script encouraged students to take part in the whole script process, while in Wikipedia’s script proposal only the first step of article editing was executed. These edits were generally of slightly lower quality. Learning success was not directly affected by the scripts, though the data suggests small effects in favour of our script proposal.

scholarly journals Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

2018 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Learning Outcomes ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Learning Success ◽  
Collaboration Script ◽  
Visual Markers ◽  
Experimental Laboratory ◽  
Contradictory Evidence ◽  
The Individual ◽  
Additional Support

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study N = 181 on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

scholarly journals Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

2018 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Learning Outcomes ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Learning Success ◽  
Collaboration Script ◽  
Visual Markers ◽  
Experimental Laboratory ◽  
Contradictory Evidence ◽  
The Individual ◽  
Additional Support

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

scholarly journals Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5541 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Learning Outcomes ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Learning Success ◽  
Collaboration Script ◽  
Visual Markers ◽  
Experimental Laboratory ◽  
Contradictory Evidence ◽  
The Individual ◽  
Additional Support

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article’s talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

Facilitating Collaboration

2017 ◽  
Vol 13 (3) ◽  
pp. 22-38
Author(s):  
Aleksandra Lazareva ◽  
Bjørn Erik Munkvold
Keyword(s):  
Collaborative Learning ◽  
Training Group ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Engineering ◽  
Collaborative Groups ◽  
Research Areas ◽  
Collaboration Script ◽  
Potential Synergy ◽  
Research Findings ◽  
Instructor Role

This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

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