An Analysis of the Processes Influencing the Structured Dyadic Learning Environment

Hythecker, Velma I.; Dansereau, Donald F.; Rocklin, Thomas

doi:10.1207/s15326985ep2301_2

Cited by 43 publications

(18 citation statements)

References 88 publications

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“…Larson et al (1984) did not provide learners with written instruction during collaboration, but instead trained learners on the correct application of the script instructions prior to the actual collaborative learning phase. Hythecker et al (1988) state that the usual training time is about one hour.…”

Section: Collaboration Scripts For Face-to-face Learningmentioning

confidence: 99%

Collaboration Scripts – A Conceptual Analysis

Kollar¹,

Fischer²,

Hesse³

2006

Educ Psychol Rev

389

199

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This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicativecoordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners' internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts.

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Section: Collaboration Scripts For Face-to-face Learningmentioning

confidence: 99%

Collaboration Scripts – A Conceptual Analysis

Kollar¹,

Fischer²,

Hesse³

2006

Educ Psychol Rev

389

199

View full text Add to dashboard Cite

show abstract

“…Most script approaches are based on instructors that introduce and typically monitor how the script suggestions are meant to be applied. Apart from the fact that the introduction of scripts may take more time than the actual collaboration (see Hytecker, Dansereau, & Rocklin, 1988), teachers introducing and monitoring scripts may compromise the idea of self-guided, collaborative, distant learning and require face-to-face encounters. Typically, remote learners may not be able to participate in prior face-to-face training programs.…”

Section: Scripts In Computer-supported Learning Environmentsmentioning

confidence: 99%

Epistemic and social scripts in computer?supported collaborative learning

Weinberger¹,

Ertl

Fischer³

et al. 2005

Instr Sci

332

199

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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. Keywords

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“…Recent studies (Gabbert, Johnson, & Johnson, 1986;Dansereau, 1988;Hythecker, Dansereau, & Rocklin, 1988;Larson, Dansereau, O'Donnell, Hythecker, Lambiotte, & Rocklin, 1985;McDonald, Larson, Dansereau, & Spurlin, 1985;Spurlin, Dansereau, Larson, & Brooks, 1984 ) approach CL by evaluating how well the cooperative facilitates access of knowledge for its individual members on subsequent transfer tasks. For these group-to-individual transfer studies, the original question of what counts for success in CL is reformulated to ask: "What are the conditions in group collaboration that lead to a group member's use of knowledge as an individual?"…”

Section: Discussionmentioning

confidence: 99%

Putting Knowledge to Use: The Acquisition and Transfer of Knowledge in Situated Problem Solving Environments

McNeese¹

1993

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An Analysis of the Processes Influencing the Structured Dyadic Learning Environment

Cited by 43 publications

References 88 publications

Collaboration Scripts – A Conceptual Analysis

Collaboration Scripts – A Conceptual Analysis

Epistemic and social scripts in computer?supported collaborative learning

Putting Knowledge to Use: The Acquisition and Transfer of Knowledge in Situated Problem Solving Environments

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