The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment

  • Authors:

  • Bert Slof;Gijsbert Erkens;Paul A. Kirschner

  • Affiliations:

  • University of Groningen, P.O. Box 800, 9700 AV Groningen, The Netherlands;Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands;Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2012

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Abstract

This study examined the effects of scripting learners' use of two types of representational tools (i.e., causal and simulation) on their online collaborative problem-solving. Scripting sequenced the phase-related part-task demands and made them explicit. This entailed (1) defining the problem and proposing multiple solutions (i.e., problem-solution) and (2) evaluating solutions and coming to a definitive solution (i.e., solution-evaluation). The causal tool was hypothesized to be best suited for problem solution and the simulation tool for solution evaluation. Teams of learners in four experimental conditions carried out the part-tasks in a predefined order, but differed in the tools they received. Teams in the causal-only and simulation-only conditions received either a causal or a simulation tool for both part-tasks. Teams in the causal-simulation and simulation-causal conditions received both tools in suited and unsuited order respectively. Results revealed that teams using the tool suited to each part-task constructed more task appropriate representations and were better able to share and negotiate knowledge. As a consequence, they performed better on the complex learning-task. Although all learners individually gained more domain knowledge, no differences were obtained between conditions.