Scripted collaborative learning with the cognitive tutor algebra.

Autor/inn/en	Rummel, Nikol; Mullins, Dejana; Spada, Hans
Titel	Scripted collaborative learning with the cognitive tutor algebra.
Quelle	In: International journal of computer-supported collaborative learning, 7 (2012) 2, S. 307-339Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1556-1607; 1556-1615
DOI	10.1007/s11412-012-9146-z
Schlagwörter	Pädagogische Psychologie; High School; Kooperatives Lernen; Lernen; Lernprozess; Experiment; Technologieunterstütztes Lernen; Algebra; Mathematik; Prozessanalyse; Skript; Studie
Abstract	With the aim to promote students' mathematics learning, [the authors] extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore [they] developed a collaboration script to support students' interactions. In an experimental classroom study, [the authors] compared three conditions: scripted collaborative learning, unscripted collaborative learning, and individual learning. After a 2-day learning phase, posttests assessed individual and collaborative reproduction of knowledge and skills, and future learning. First, with the collaboration script [they] aimed to improve students' interaction. Second, [they] assumed that due to an improved interaction students would benefit more from the learning opportunities during collaboration and, in consequence, their learning would increase as compared with the other conditions. To investigate the first assumption, [the authors] compared the interaction of a scripted dyad and an unscripted dyad. The in-depth process analyses revealed a positive impact of the script on student collaboration and problem solving during scripted interaction and in subsequent unscripted interaction. While this effect was mirrored in the learning gains of the two dyads, [they] could not establish a general learning effect in the quantitative between-condition comparison of student performance. Particularly for students with low prior knowledge, the removal of the script in the test phase initially entailed a decline in reproduction performance as students had to get used to the unscripted problem-solving situation. A notable finding was, however, that the collaborative conditions yielded the same outcomes as the individual condition in the individual reproduction test even though students had solved fewer problems during the learning phase and had only solved them collaboratively. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1