Computer-mediated scholarly discussion groups
Computers & Education - Special issue: education and the Internet
Acquiring Enterprise Software: Beating the Vendors at Their Own Game
Acquiring Enterprise Software: Beating the Vendors at Their Own Game
Software Development Failures
Software Engineering (7th Edition)
Software Engineering (7th Edition)
An investigation of software engineering curricula
Journal of Systems and Software
Internal and external collaboration scripts in web-based science learning at schools
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Fostering computer supported collaborative learning with cooperation scripts and scaffolds
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Directions to acknowledge learners' self-organization in CSCL macro-scripts
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Proceedings of the 17th Panhellenic Conference on Informatics
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This work analyzes a case of computer-supported scripted collaboration, focusing on how students' self-organization affected the actual collaboration script during script run-time. Two groups of students studied learning material using a web environment designed for supporting case-based learning. The first group followed a non-scaffolded individual mode of study while students in the second group were guided by a collaboration script to work (in dyads) on the case material. Statistical analysis indicated no significant differences in the learning outcomes of the two groups. Qualitative analysis (based on students' interviews and field observations) revealed that students' self-organization resulted to a broad range of actual script implementation ranging from full conformance to partial violation of the script guidelines. The paper discusses the socio-cognitive role of students' self-organization during scripted collaboration and presents suggestions for the teacher and CSCL designer in order to enhance the engagement of collaborating students to productive learning interactions.