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FACILITATING LEARNING FROM COMPUTER-SUPPORTED COLLABORATIVE INQUIRY: THE CHALLENGE OF DIRECTING LEARNERS ’ INTERACTIONS TO USEFUL ENDS

By Isabel Braun and Nikol Rummel

Abstract

Chemistry problems can be tough nuts to crack for students, particularly when the problems are of a mathematical type. Collaborative inquiry activities that are embedded in computer-supported learning environments can provide students with opportunities to construct the kind of knowledge required to solve complex chemistry problems. Yet, directing learners ’ collaborative inquiry in computer-supported learning environments to such useful ends remains a challenge. In this article, we introduce a new approach to facilitating learning from computer-supported collaborative inquiry. The approach we present is a collaboration script that guides pairs of learners through a sequence of inquiry activities and prompts effective interactions in an adaptive fashion. We developed an initial version of a learning environment that included the collaboration script, a simulated chemistry laboratory and a note-taking and mind-mapping tool. In an experimental study involving two conditions (scripted collaboration, unscripted collaboration), we had pairs of students work on a stoichiometry problem using the learning environment. We compared the learning outcomes and learning experiences of the two conditions, and explored learner-learner and learner-system interactions employing a cas

Year: 2013
OAI identifier: oai:CiteSeerX.psu:10.1.1.353.5806
Provided by: CiteSeerX
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