Systemic intervention for computer-supported collaborative learning

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project

Knowledge convergence in computer-supported collaborative learning

This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

Epistemic and Social Scripts in Computer-Supported Collaborative Learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.Unter kooperativem Lernen in computerunterstützten Lernumgebungen versteht man typischerweise, dass Lernende Wissen erwerben indem sie gemeinsam Aufgaben bearbeiten und dabei ihre individuellen Perspektiven mittels textbasierter Medien oder in Videokonferenzen diskutieren. Kooperatives Lernen scheint aber häufig suboptimal zu sein in Bezug auf die inhaltliche Bearbeitung der zu lernenden Konzepte sowie hinsichtlich der sozialen Interaktionen der Lernenden. Eine Möglichkeit kooperative Lernumgebungen zu verbessern besteht darin, Skripts zu konzeptualisieren, die epistemische Aktivitäten und soziale Interaktionen von Lernenden unterstützen. In diesem Beitrag werden zwei Studien berichtet, die die Wirkungen epistemischer und sozialer Skripts auf den individuellen Wissenserwerb in einer text- bzw. einer videobasierten computerunterstützten Lernumgebung untersuchen. In beiden Studien wurden die Faktoren "epistemisches Skript" und "soziales Skript" unabhängig voneinander in einem 2×2-faktoriellen Design miteinander variiert. 182 Studierende der Pädagogik der LMU München nahmen an diesen beiden Studien teil. Die Ergebnisse beider Studien deuten darauf hin, dass soziale Skripts individuellen Wissenserwerb substanziell fördern können, während epistemische Skripts scheinbar nicht zu den erwarteten Ergebnissen führen

Developing the role concept for computer-supported collaborative learning

The role concept has attracted a lot of attention as a construct for facilitating and analysing interactions in the context of Computer-Supported Collaborative Learning (CSCL). So far much of this research has been carried out in isolation and the focus on roles lacks cohesion. In this article we present a conceptual framework to synthesise the contemporary conceptualisation of roles, by discerning three levels of the role concept: micro (role as task), meso (role as pattern) and macro (role as stance). As a first step to further conceptualise ‘role as a stance’, we present a framework of eight participative stances defined along three dimensions: group size, orientation and effort. The participative stances – Captain, Over-rider, Free-rider, Ghost, Pillar, Generator, Hanger-on and Lurker – were scrutinised on two data sets using qualitative analysis. The stances aim to facilitate meaningful description of student behaviour, stimulate both teacher and student awareness of roles at the macro-level in terms of participative stances, and evaluate or possibly change the participation to collaborative learning on all levels

The importance of task appropriateness in computer‐supported collaborative learning

Collaborative learning activities can be beneficial for exchanging ideas, sharing experiences, and developing shared understanding. It is our view that the task given to the student is central to the success or otherwise of the learning experience. In this paper, we discuss the need for the adaptation of traditional face‐to‐face tasks when these are incorporated in computer‐supported collaborative learning (CSCL) environments. We focus on critical issues in relation to the implementation of CSCL tasks including: the appropriateness of the medium for the task, the role of individuals, the volume of work involved, the time allocated for tasks or sub‐tasks, and, the assessment procedures

Digital competences in computer-supported collaborative learning

This submission brings the thematically oriented partial findings extracted from the wide-ranging research on the dynamics of computer-supported collaborative learning within managerial simulation game “Manahra” environment. Using both qualitative and quantitative methods, it has been investigated which digital competences students perceive as crucial to the success of their team in the game and how the computer-mediated communication skills affect the dynamics of group learning. A qualitative analysis of in-depth interviews with students revealed that the competitive environment of “Manahra” significantly develops at least two kinds of digital competences among the members of study groups. It is the ability of effective online communication which is essential for on-going problem solving and, subsequently, the ability to the proper use of online tools to mutual performance monitoring that helps in keeping abreast of the group events and reduces the risk of errors in group tasks. Follow-up quantitative analysis of the survey data mapped the levels of competences to the computer-mediated communication (efficiency, productivity and social dimension) and unveiled the effect of social interaction on helping behaviour.Tento příspěvek přináší tematicky orientované dílčí poznatky z rozsáhlejšího výzkumu dynamik počítačem podporovaného skupinového učení v prostředí manažerské simulační hry Manahra. S využitím jak kvantitativních, tak kvalitativních metod bylo zkoumáno, které digitální kompetence studenti Manahry vnímají jako klíčové pro úspěch jejich týmu ve hře a jakým způsobem kompetence k počítačem zprostředkované komunikaci ovlivňují dynamiku skupinového učení. Kvalitativní analýza hloubkových rozhovorů se studenty ukázala, že soutěžní prostředí Manahry u členů studijních skupin významným způsobem rozvíjí minimálně dva druhy digitálních kompetencí. V prvé řadě schopnost efektivní komunikace online, která je nezbytná pro operativní řešení problémů, a následně i dovednosti využití dostupných online nástrojů ke vzájemnému monitorování činnosti, které pomáhá v udržování přehledu o dění ve skupině a snižuje riziko vzniku chyb u společných úkolů. Následná kvantitativní analýza dat z dotazníku u studentů Manahry zmapovala úrovně kompetencí k počítačem zprostředkované komunikaci (efektivitu, produktivitu a sociální dimenzi) a odhalila vliv sociálních interakcí na podněcující a pomáhající chování v počítačem podporovaném skupinovém učení