The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families

This study examined the effects of guided elaboration on students’ learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show better learning gains and that students from immigrant families would especially benefit. Two hundred primary school students of 9 different schools participated. The research can be characterized as a quasi-experimental study with a pre-test, post-test, control group design. In a multilevel regression analysis, no main effect of the intervention was found. However, there was a significant differential effect of the intervention; students from immigrant families in the experimental programme outperformed their counterparts in the control group. It can be concluded that guided elaboration in a CSCL programme through feedback and reflection is a promising approach. Keywords: CSCL; outcomes; participatio

Interactive tabletops in education

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the detail

The effect of roles on computer-supported collaborative learning.

Strijbos, J. W. (2004). The effect of roles on computer-supported collaborative learning. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands

A tutorial task and tertiary courseware model for collaborative learning communities

RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to implementation and outlines some of its benefits to collaborative teachers and learners

American Association for Artificial Intelligence): Roles, an interdisciplinary perspective

Abstract The notion of roles is common to sociology, organizational management and computer science. Although these disciplines partially converge in the field of computersupported cooperative work, their different perspectives on roles remain largely unconnected. In this paper, we examine the characteristics of roles from different angles and propose an integrative approach to the conceptualization of roles in computer systems supporting cooperation

How to make classrooms creative and open spaces: ARIS games, digital artifacts and storytelling

As part of long-term research into interviewing users and visualizing digital artifacts, we have created a parallel archives of projects in our classroom. Ethnography helps us to discover the temporal trends of interactions with students and with the virtual environment. The outcomes expected motived us to repurpouse stories we co-create with students in a new form, retelling motivations, design, narratives, into a gaming scenario where the use of experiences become more digital and less tangible but always snapshots of their social existence.Peer Reviewe

Aspects of technology-mediated interaction and its impact on higher education.

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