Coordination dynamics in CSCL based chat logs

Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments

“…The purpose of this paper was to determine whether different scaffolds in a computer‐supported collaborative inquiry‐learning environment would affect students' communication (Weinel & Reimann 2007) and, more specifically, the consensus‐building activities in which they engage (Weinberger & Fischer 2006). In the current study, we distinguish between quick consensus‐building activities, integration‐oriented consensus‐building activities and conflict‐oriented consensus‐building activities.…”

“…The quality of their communication can be influenced by a number of different factors in the learning environment (De Vries et al 2002), including the design of the task (cf. Weinel & Reimann 2007) and the supportive measures in the environment. In collaborative inquiry-learning environments, supportive measures can be directed at the communication process directly, such as scaffolds that structure students' com-munication by providing sentence openers in chat communication (Soller 2004) or communication rules (King 1997), but might also focus more on the inquiry-learning aspects.…”