Peer-Monitoring vs. Micro-Script Fading for Enhancing Knowledge Acquisition when Learning in Computer-Supported Argumentation Environments

Autor/inn/en	Bouyias, Yannis; Demetriadis, Stavros
Titel	Peer-Monitoring vs. Micro-Script Fading for Enhancing Knowledge Acquisition when Learning in Computer-Supported Argumentation Environments
Quelle	In: Computers & Education, 59 (2012) 2, S.236-249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.01.001
Schlagwörter	Control Groups; Persuasive Discourse; Cooperative Learning; Learning Strategies; Computer Software; Instructional Design; Computer Uses in Education; Experimental Groups; Pretests Posttests; Comparative Analysis; Instructional Effectiveness; Educational Strategies; Intelligent Tutoring Systems + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Computernutzung; Unterrichtserfolg; Lehrstrategie; Intelligentes Tutorsystem
Abstract	Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support with micro-scripts, which should withdraw (fade-out) allowing students to practice the acquired skills. However, research on fading shows conflicting results and some researchers suggest that the impact of fading is enhanced when the peer-monitoring technique is additionally implemented. This study investigates the effectiveness of micro-script fading in computer-supported argumentation activity in contrast to the peer-monitoring technique, as a means to enhance students' learning outcomes. Thirty four (34) students collaborated remotely in dyads (in lab conditions) on a task guided by a micro-script for argumentation. The dyads were divided in (a) the control group (with continuous script support); (b) the fading group (with the script fading-out after some student posts), and (c) the peer-monitoring group (with continuous script support and with prompts that students monitor their peer contributions). Students in the peer-monitoring group outperformed those in both the control group and the fading group in domain-specific knowledge acquisition post-test items. Overall, this study provides evidence that enriching argumentation scripts with the peer-monitoring technique can substantially improve learning outcomes, while simply fading-out the micro-script does not seem to improve student learning in any aspect. (Contains 8 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10