Some thoughts about constructivism and instructional design
Educational Technology
E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
Computers & Education - Documenting collaborative interactions: Issues and approaches
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
CSRML: a goal-oriented approach to model requirements for collaborative systems
ER'11 Proceedings of the 30th international conference on Conceptual modeling
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In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.