Designing roles, scripts, and prompts to support CSCL in gStudy

Authors:
R. Morris;A. F. Hadwin;C. L. Z. Gress;M. Miller;M. Fior;H. Church;P. H. Winne
Affiliations:
University of Victoria, Dept. of Educational Psychology, 3800 Finnerty Road, Victoria, BC, Canada V8W 2Y2;University of Victoria, Dept. of Educational Psychology, 3800 Finnerty Road, Victoria, BC, Canada V8W 2Y2;Simon Fraser University, Burnaby, BC, Canada;University of Victoria, Dept. of Educational Psychology, 3800 Finnerty Road, Victoria, BC, Canada V8W 2Y2;University of Victoria, Dept. of Educational Psychology, 3800 Finnerty Road, Victoria, BC, Canada V8W 2Y2;University of Victoria, Dept. of Educational Psychology, 3800 Finnerty Road, Victoria, BC, Canada V8W 2Y2;Simon Fraser University, Burnaby, BC, Canada
Venue:
Computers in Human Behavior
Year:
2010

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Abstract

This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.