Examining the relation between domain-related communication and collaborative inquiry learning

Authors:
Anjo Anjewierden;Hannie Gijlers;Bas Kolloffel;Nadira Saab;Robert de Hoog
Affiliations:
Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands;Center for the Study of Education and Instruction, Faculty of Social and Behavioural Sciences, Leiden University, PO Box 9555, 2300 RB Leiden, The Netherlands;Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands
Venue:
Computers & Education
Year:
2011

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Abstract

Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would expect that in a dyad learners with more domain-related contributions than their partners would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on domain-orientedness. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.