The effect of a script and a structured interface in grounding discussions

@article{Schoonenboom2008TheEO,
  title={The effect of a script and a structured interface in grounding discussions},
  author={Judith Schoonenboom},
  journal={International Journal of Computer-Supported Collaborative Learning},
  year={2008},
  volume={3},
  pages={327-341}
}
  • J. Schoonenboom
  • Published 25 June 2008
  • Computer Science
  • International Journal of Computer-Supported Collaborative Learning
This study focuses on how to support students who have to work together in small groups, and who do not know each other, in performing grounding discussion. It compares two different implementations of a script, one using a structured interface, one using a textual instruction, on students’ discussion behavior. The experiment involved two grounding discussions that were performed by 42 students from several countries, working together at a distance in small international groups of four to six… 
Scripting a distance-learning university course: Do students benefit from net-based scripted collaboration?
TLDR
Findings from an experimental field study of scripted collaboration for net-based learning in the context of a one-semester university course on operating systems suggest that scripting might be slightly more supportive in more complex tasks, in contrast to undemanding tasks such as brainstorming.
Why it is hard to make use of new learning spaces: a script perspective
TLDR
A script perspective helps to understand why it is so difficult to use new learning spaces effectively, and script theory can also guide the design of support to overcome these difficulties.
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning
TLDR
An outline of a script theory of guidance for computer-supported collaborative learning (CSCL) with its 4 types of components of internal and external scripts and 7 principles addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners.
The Influence of the Scripted Task on Learning Outcomes in Collaborative Learning
TLDR
The paper examines the effects of individual characteristics (gender and learning style), group characteristics (task type and group production), and their interaction effect on learners' knowledge acquisition and acquirement of collaborative skills and shows that the group with the scripted task and the group without scripted task do better than thegroup with an unscripted task.
Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners
  • P. Tchounikine
  • Computer Science
    Int. J. Comput. Support. Collab. Learn.
  • 2016
TLDR
It is argued that, when engaged in a collaborative situation structured by a CSCL script, what learners consider is not “the script”, but their appropriation of the script, and therefore SToG and any theoretical framework attempting to provide an explanation of what happens when learners engage in CSCL scripts should take into account appropriation issues.
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different
Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment
Abstract People increasingly collaborate with others across cultures and distances with the help of technology. Bridging individuals via technology does not, however, ensure that the cultures of the
Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work
TLDR
Investigating the regulatory processes that come into play when individual learners work collaboratively in solving information problems on the web and if these can be supported by providing students with a collaboration script found that shared regulation leads to better knowledge co-construction.
Scripting and Orchestration: Recent Theoretical Advances
TLDR
This symposium brings together four research groups that have been working on advancing theoretical models of guidance for CSCL in terms of their specific focus, grain size of collaboration, and the nature of learning activities they address to present recent advances in theorizing guidance from a scripting and orchestration perspective.
Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment
TLDR
To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples.
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 32 REFERENCES
Over-scripting CSCL: The risks of blending collaborative learning with instructional design
TLDR
The definition of scripts constitutes a promising convergence between educational engineering and socio-cultural approaches but, on the other hand, it drifts away from the genuine notion of collaborative learning.
Mechanisms of common ground in case-based web discussions in teacher education
TLDR
The results suggest that in order to establish common ground, it is essential that the participants, especially as fellow students, not only show evidence of their understandings through written feedback, but also provide support to their peers in their replies.
Scripts for Computer-Supported Collaborative Learning
TLDR
The results suggest that cooperation scripts for individual knowledge acquisition should consider social components, and computer interfaces can be designed based on the instructional script-approach to facilitate productive interactions of learners and improve learning outcomes of collaborative knowledge construction in e-learning scenarios.
An Experimental Study of the Effects of Representational Guidance on Collaborative Learning Processes
TLDR
The research reported in this article evaluates the influence of tools for constructing representations of evidential models on collaborative learning processes and outcomes and demonstrates that representational guidance of collaborative learning is worthy of study.
The role of grounding in collaborative learning tasks
TLDR
A unifying perspective of mutual understanding mediated by material and semiotic tools that can be used for analysis as well as for design of collaborative learning tasks, especially those that are carried out via computermediated communication are built.
Implicit and explicit dialogue structuring in virtual learning groups.
TLDR
The investigation shows that dialogue structuring can be an adequate pedagogical approach for virtual learning groups and induced group discussion on the subject matter by working on key questions in a preceding learning phase.
Learning to Think and Communicate with Diagrams: 14 Questions to Consider
TLDR
The question of whether diagrams make certain tasks easier, the generalisation and transfer of diagrammatic skills once learnt, and the possible problems associated with simultaneously learning domain knowledge and a novel representational system are considered.
Promoting reflective interactions in a CSCL environment
  • M. Baker, K. Lund
  • Psychology, Computer Science
    J. Comput. Assist. Learn.
  • 1997
TLDR
The analyses show that use of the second structured interface in performing the problem-solving task is feasible for students, and that it promotes a task-focussed and reflective interaction.
Computer-supported collaborative learning through argumentation
TLDR
This research is aimed at academic students in social sciences who have to deal with complex, often ambiguous, ill-defined and not easily accessible knowledge, as well as with open-ended problems.
Interaction in cooperative groups : the theoretical anatomy of group learning
Introduction: an overview of the theoretical anatomy of cooperation in the classroom Rachel Hertz-Lazarowitz, Valerie Benveniste Kirkus and Norman Miller Part I. Developmental Foundations and the
...
1
2
3
4
...