Representational Support for Collaborative Inquiry
HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 1 - Volume 1
Between information and communication: middle spaces in computer media for learning
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Information ecology of collaborations in educational settings: influence of tool
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
An integrated approach to implementing collaborative inquiry in the classroom
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Improving the coordination of collaborative learning with process models
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
How representation matters: comparing collaborative learning with alternative versions of hypermedia
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
The effect of representation of triggers on design outcomes
Artificial Intelligence for Engineering Design, Analysis and Manufacturing
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
International Journal of Mobile Learning and Organisation
INTERACT'11 Proceedings of the 13th IFIP TC 13 international conference on Human-computer interaction - Volume Part I
Computational workflows for assessing student learning
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
| Hi-index | 0.00 |
In order to better understand how software design choices may influence students' collaborative learning, we conducted a study of the influence of tools for constructing representations of evidential models on collaborative learning processes and outcomes. Pairs of participants worked with one of three representations (matrix, graph, text) while investigating a complex public health problem. Focusing on students' collaborative investigative processes and post-hoc essays, we present several analyses that assess the impact of representation type on students' elaborations of their emerging knowledge. Our analyses indicate significant impacts on the extent to which students revisit knowledge and the likelihood that they will use that knowledge later.