Technology for intellectual teamwork: perspectives on research and design
Intellectual teamwork
Collaborative Writing Is Hard to Support: A Field Study of Collaborative Writing
Computer Supported Cooperative Work
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Computers in Human Behavior
Task requirements and media choice in collaborative writing
Human-Computer Interaction
Computers in Human Behavior
Computers & Education - Methodological issue in researching CSCL
Emerging and scripted roles in computer-supported collaborative learning
Computers in Human Behavior
Developing the role concept for computer-supported collaborative learning: An explorative synthesis
Computers in Human Behavior
Roles, design, and the nature of CSCL
Computers in Human Behavior
Computers in Human Behavior
Of scripts, roles, positions, and models
Computers in Human Behavior
Measuring effects of private and shared displays in small-group knowledge sharing processes
Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries
Will structuring the collaboration of students improve their argumentation?
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
The effect of moderator's facilitative strategies on online synchronous discussions
Computers in Human Behavior
CRIWG'12 Proceedings of the 18th international conference on Collaboration and Technology
Argument diagrams in facebook: facilitating the formation of scientifically sound opinions
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
Improving revision in wiki-based writing: Coordination pays off
Computers & Education
Hi-index | 0.00 |
Students often face process losses when learning together via text-based online environments. Computer-supported collaboration scripts can scaffold collaborative learning processes by distributing roles and activities and thus facilitate acquisition of domain-specific as well as domain-general knowledge, such as knowledge on argumentation. Possibly, individual learners would require less additional support or could equally benefit from computer-supported scripts. In this study with a 2x2-factorial design (N=36) we investigate the effects of a script (with versus without) and the learning arrangement (individual versus collaborative) on how learners distribute content-based roles to accomplish the task and argumentatively elaborate the learning material within groups to acquire domain-specific and argumentative knowledge, in the context of a case-based online environment in an Educational Psychology higher education course. A large multivariate interaction effect of the two factors on learning outcomes could be found, indicating that collaborative learning outperforms individual learning regarding both of these knowledge types if it is structured by a script. In the unstructured form, however, collaborative learning is not superior to individual learning in relation to either knowledge type. We thus conclude that collaborative online learners can benefit greatly from scripts reducing process losses and specifying roles and activities within online groups.