Examining the relation between domain-related communication and collaborative inquiry learning

  • Authors:

  • Anjo Anjewierden;Hannie Gijlers;Bas Kolloffel;Nadira Saab;Robert De Hoog

  • Affiliations:

  • Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, Enschede, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, Enschede, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, Enschede, The Netherlands;Center for the Study of Education and Instruction, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, Enschede, The Netherlands

  • Venue:
  • CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
  • Year:
  • 2009

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Abstract

Research has suggested that providing elaborated explanations is often more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborate inquiry learning environment, we would expect that in a dyad the learner with more domain-related contributions than his partner would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on the expected cognitive effort to produce the messages. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.