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

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

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

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

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

Enriching accounts of computer‐supported collaboration by using video data

This paper will discuss the approach to the evaluation of computer‐supported collaborative learning developed in our group over the past ten years. This approach depends on the collection of video data to allow the analysis of key features of problem‐solving behaviour within groups of students working on collaborative learning tasks. Our theoretical framework derives from two sources‐ the CIAOl framework for evaluating examples of CAL and an analysis of appropriate methods of evaluating computer‐supported collaboration. Our work in this area has been supported by developing the data capture facilities for the CALRG (Computers and Learning Research Group) at the Open University. We will draw on a number of studies to illustrate this approach and will present a brief case study from work done on a computer‐supported learning environment for statistics where we use video records of video‐mediated collaboration. This case study gives an example of the rich data that can be collected using video recording and analysed to increase understanding of computer‐supported collaboration

Collaborative Learning and Knowledge Transfer in Consciousness Society

Starting from the expression "workplace learning†which states that the use of personal computers at work or at school reflects learning activities and work activities which are interchangeable at individual level, this paper presents collaborative models dedicated to processes of teaching, learning, assessment and research in education. One of the most important activities is represented by computer supported collaborative learning (CSCL) which, from its occurrence, presented a special interest for researchers in informatics. CSCL is based on human-computer interaction (HCI) and on computer supported cooperative work (CSCW). CSCL promotes in turn the development of computer supported collaborative research (CSCR). Information and communications technologies represent not only a media support but, most of all, a mean for accessing resources worldwide. The development of the information technology and of the information society brought benefits both to the traditional form of education, and to the distance education represented by the assisted instruction. The evolution of the information society led to the emergence of the society based on knowledge which represents an intermediary step between information society and consciousness society, who wants to be a moral society. This article highlights the transfer of data, information and knowledge (explicit and implicit) during assisted instruction processes along with the possibility to create collaborative content in consciousness society.CSCW, CSCL, CSCR Assisted Instruction, Consciousness Society

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

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

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