Learning to Collaborate while Being Scripted or by Observing a Model

Autor/inn/en	Rummel, Nikol; Spada, Hans; Hauser, Sabine
Titel	Learning to Collaborate while Being Scripted or by Observing a Model
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 4 (2009) 1, S.69-92 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-008-9054-4
Schlagwörter	Scripts; Cooperation; Models; Evaluation Methods; Instructional Effectiveness; Educational Technology; Computer Uses in Education; Computer Mediated Communication; Teaching Methods; Educational Principles; Cooperative Learning; Observational Learning; Learning Strategies; Prompting + Suchen Sie Ihr Suchwort? Skript; Co-operation; Kooperation; Analogiemodell; Unterrichtserfolg; Unterrichtsmedien; Computernutzung; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Kooperatives Lernen; Imitationslernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Benutzerführung
Abstract	In an earlier study, we had tested if observing a collaboration model, or alternatively, following a collaboration script could improve students' subsequent collaboration in a computer-mediated setting and promote their knowledge of good collaboration. Both model and script showed positive effects. The current study was designed to further probe the effects of model and script by comparing them to conditions in which the learning was supported by providing elaboration support (instructional prompts and a reflective self-explanation phase). In addition, we applied a newly developed, innovative rating scheme to analyze the collaborative process: The rating scheme combines qualitative evaluation with quantitative assessment. Forty dyads were tested, eight in each of the following conditions: model plus elaboration, model, script plus elaboration, script, and control. Observing a collaboration model with elaboration support yielded the best results over all other conditions on measures of the quality of collaborative process and on outcome variables. Model without elaboration was second best. The results for the script conditions were mixed; on some variables, even below those of the control condition. The results of the current study lead us to challenge the positive view on collaboration scripts prevalent in CSCL research. We propose adaptive scripting as a possible solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10