Scripts for Facilitating Computer Supported Collaborative Learning

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch116 ◽

2011 ◽

pp. 745-750

Author(s):

Bernhard Ertl ◽

Heinz Mandl

Keyword(s):

Distance Learning ◽

Collaborative Learning ◽

Learning Strategies ◽

Text Comprehension ◽

Comprehension Strategies ◽

Computer Supported Collaborative Learning ◽

Collaboration Scripts ◽

Collaboration Skills ◽

Learning Scenarios ◽

Collaboration Process

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.

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A Case Study on Computer Supported Collaborative Learning in Spanish Schools

Journal of Information Technology Research ◽

10.4018/jitr.2016040105 ◽

2016 ◽

Vol 9 (2) ◽

pp. 89-102

Author(s):

Marcos Cabezas ◽

Sonia Casillas ◽

Azucena Hernández

Keyword(s):

Collaborative Learning ◽

Data Collection ◽

Learning Strategies ◽

Document Analysis ◽

Semantic Differential ◽

Computer Supported Collaborative Learning ◽

Data Collection And Analysis ◽

Constructing Knowledge ◽

And Control

This article presents the main results from eight case studies carried out at different Spanish schools. Using a common protocol, the authors compared different cases of schools in which computer-supported collaborative learning experiences were carried out in order to identify what standard actions they had in common. In order to facilitate data collection and analysis, the authors opted for a mixed methodology, the instruments being interviews, observation, document analysis, a monitoring guide for the teachers and a semantic differential for the students. It was concluded that collaborative learning strategies favour students, since all of them benefit from constructing knowledge together, sharing responsibilities, taking ideas more in depth, having greater autonomy and control over their own learning, and helping each other in the process.

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Fostering Collaboration in CSCL

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch044 ◽

2009 ◽

pp. 335-340 ◽

Cited By ~ 3

Author(s):

Donatella Persico ◽

Francesca Pozzi ◽

Luigi Sarti

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Learning Communities ◽

Learning Community ◽

Learning Strategies ◽

Online Courses ◽

Computer Supported Collaborative Learning ◽

Online Learning Communities ◽

Face To Face ◽

The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

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Visual Modelling of Collaborative Learning Processes

Handbook of Visual Languages for Instructional Design ◽

10.4018/978-1-59904-729-4.ch014 ◽

2008 ◽

pp. 280-297 ◽

Cited By ~ 6

Author(s):

Andreas Harrer ◽

H. Ulrich Hoppe

Keyword(s):

Collaborative Learning ◽

Visual Learning ◽

Learning Processes ◽

Learning Activity ◽

Collaboration Scripts ◽

Web Based ◽

Tutoring Systems ◽

Modelling Languages ◽

Research Fields ◽

Learning Scenarios

The modelling of learning processes and its use in computer-supported learning scenarios attracted attention in a wide variety of research fields in the last years, e.g. in web based education, computer supported collaboration scripts, and intelligent tutoring systems (ITS). Most of the discussion is either focused on the conceptual level of instructional design for exchange between designers or on the automated execution of predefined designs and learning scripts. In this chapter we will elaborate on the whole spectrum of different uses that visual learning models provide for teachers, learners, and researchers. Based on our discussions in an international research project on computer-supported collaboration scripts we identify desired properties for such modelling languages especially considering the needs of the practitioners. Finally we propose MoCoLADe (MOdel for COllaborative Learning Activity Design), an exemplary approach of a visual language for collaborative learning processes that was designed according to the presented principles.

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Laboratory Experiments in CSCL Activities

Student Usability in Educational Software and Games - Advances in Game-Based Learning ◽

10.4018/978-1-4666-1987-6.ch010 ◽

2013 ◽

pp. 222-240

Author(s):

César A. Collazos ◽

Luis A. Guerrero ◽

Jose A. Pino ◽

Flavia M. Santoro ◽

Marcos Borges ◽

...

Keyword(s):

Collaborative Learning ◽

Sequential Analysis ◽

Learning Goals ◽

Research Groups ◽

Computer Supported Collaborative Learning ◽

Four Dimensions ◽

Fine Grained ◽

Context Of Learning ◽

Collaboration Process

Several groupware tools have been implemented within Computer Supported Collaborative Learning (CSCL) research groups in order to test ideas and concepts currently being studied. It is very important to perform pilot-evaluations with these systems. The CSCW Lab is an environment for evaluating groupware within research groups. Four dimensions in assessing groupware were identified: context, collaboration, usability, and cultural impacts. In this chapter, the authors present a proposal to detail the collaboration level, specifically for CSCL domain applications. Understanding and analyzing the collaborative learning process requires a fine-grained sequential analysis of the group interaction in the context of learning goals. Several researchers in the area of cooperative work take as success criterion the quality of the group outcome. Nevertheless, recent findings are giving more importance to the quality of the “cooperation process” itself. The proposed model includes a set of guidelines to evaluate the usage of CSCL tools within a collaboration process defined along with the learning objectives. The authors have defined an experiment with a software tool instrumented to gather information that allowed them to verify the presence of a set of cooperation indicators, which in turn helped to determine the quality of the work process.

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

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2021070101 ◽

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.

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Supportive guidance methods for wiki-based learning and knowledge construction

10.31237/osf.io/dvnfz ◽

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.

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Structuring CSCL through Collaborative Techniques and Scripts

Curriculum, Learning, and Teaching Advancements in Online Education ◽

10.4018/978-1-4666-2949-3.ch008 ◽

2013 ◽

pp. 113-122

Author(s):

F. Pozzi ◽

L. Hofmann ◽

D. Persico ◽

K. Stegmann ◽

F. Fischer

Keyword(s):

Collaborative Learning ◽

Research Field ◽

Online Course ◽

Computer Supported Collaborative Learning ◽

Collaboration Scripts ◽

Collaborative Process

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

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