Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)

Fostering argumentation-based computer-supported collaborative learning in higher education

cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an educational approach for preparing them to manage today’s complex issues and actively participate in knowledge societies. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for knowledge sharing, domain-specific learning, and knowledge construction. Online support systems for collaboration or Computer-Supported Collaborative Learning (CSCL) environments in which learners argue in teams have been found to support the sharing, constructing, and representing of arguments with the aim of learning. This type of learning arrangement is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) and it is seen as a promising environment in which to facilitate collaborative argumentation and learning

ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.  Article visualizations

Supporting computer-supported argumentative knowledge construction in multi-disciplinary groups of learners

Learning to argue is an essential objective in education and the ability to argue is a key skill in approaching complex problems as well as in collecting observational data and applying rules of formal logic. External representations such as computer support can foster interaction and discussion of collaborating partners and also argumentation only implicitly. Orchestration of argumentation and discussion in online learning environments in what has been named Computer Supported Collaborative Learning (CSCL) builds on multiple representations and instructional interventions. Argumentative knowledge construction is one of the most prominent scenarios in online collaborative learning environments that have been subjects of interest to many scholars in the domain of education and educational research. In argumentative knowledge construction, learners are supposed to build arguments and support a position, to consider and weigh arguments and counter-arguments, to test, enlighten, and clarify their uncertainties, to elaborate the learning material, and thus acquire knowledge and achieve understanding about complex ill-structured problems. The current empirical study used a set of transactive argumentation script to facilitate both process and outcome categories of argumentative knowledge construction within the context of multi-disciplinary learners in CSCL. The design of this transactive argumentation script builds on and modifies the coding scheme from Berkowitz and Gibbs (1983) that provide an extensive categorization of transactive contributions which have been regarded as important tool for learning. The results showed that the transactive argumentative script in forms of question prompts improve learners’ argumentative structure (i.e. formal quality of single arguments and argumentation sequences) during online discussion as well as individual domain-specific knowledge acquisition as the final product

Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2×2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domainspecific knowledge

Socio-cognitive scaffolding with collaboration scripts: a meta-analysis

Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process

Internal and external scripts in computer-supported collaborative inquiry learning

We investigated how differently structured external scripts interact with learners’ internal scripts concerning individual knowledge acquisition in a Web-based collaborative inquiry learning environment. 90 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting collaborative argumentation were embedded within a Web-based collaborative inquiry learning environment. Students’ internal scripts were classified as either high or low structured, establishing a 2x2-factorial design. Results suggest that the high structured external collaboration script supported the acquisition of domain-general knowledge of all learners regardless of their internal scripts. Learners’ internal scripts influenced the acquisition of domain-specific knowledge. Results are discussed concerning their theoretical relevance and practical implications for Web-based inquiry learning with collaboration scripts

Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts

Scripting computer-supported collaborative learning has been shown to greatly enhance learning, but is often criticized for hindering learners’ agency and thus undermining learners’ motivation. Beyond that, what makes some CSCL scripts particularly effective for learning is still a conundrum. This meta-analysis synthesizes the results of 53 primary studies that experimentally compared the effect of learning with a CSCL script to unguided collaborative learning on at least one of the variables motivation, domain learning, and collaboration skills. Overall, 5616 learners enrolled in K-12, higher education, or professional development participated in the included studies. The results of a random-effects meta-analysis show that learning with CSCL scripts leads to a non-significant positive effect on motivation (Hedges’ g = 0.13), a small positive effect (Hedges’ g = 0.24) on domain learning and a medium positive effect (Hedges’ g = 0.72) on collaboration skills. Additionally, the meta-analysis shows how scaffolding single particular collaborative activities and scaffolding a combination of collaborative activities affects the effectiveness of CSCL scripts and that synergistic or differentiated scaffolding is hard to achieve. This meta-analysis offers the first counterevidence against the widespread criticism that CSCL scripts have negative motivational effects. Furthermore, the findings can be taken as evidence for the robustness of the positive effects on domain learning and collaboration skills

Facilitating Synchronous Collaborative Writing with a Collaboration Script

A significant part of work in industry is carried out in co-located or virtual teams. Therefore, training information systems (IS) students to collaborate both face-to-face and online is necessary. Findings from computer-supported collaborative learning (CSCL) research suggest that students need additional support to learn to collaborate effectively. Such support can be provided through collaboration scripting. In this paper, we discuss the effects of a collaboration script on the learning process in the context of an online synchronous collaborative writing task. The study employs an experimental design. The results demonstrate that scripted groups spent most effort on coordination and planning, while unscripted groups used most effort on contributing to the case solution. Closely following the collaboration script improved the quality of learners’ discussions. However, the groups who chose to only partly follow the script primarily settled with quick consensus-building during the discussion phase, much the same way as unscripted groups