Effects of computer-supported collaborative learning with scripting on students' collective efficacy in science

Ramirez, Hazel Joyce M.; Monterola, Sheryl Lyn C.

doi:10.1504/ijil.2021.116572

Cited by 2 publications

(2 citation statements)

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“…Collaborative learning not only allows students to learn with a knowledge network composed of shared and unique knowledge [39], but also stimulates students' attention so as to invest more cognition in creative tasks in order to promote creative performance and cultivate creative thinking [40]. Recently, plenty of studies have explored the effectiveness of different types of collaborative learning in different contexts of education [41][42][43][44]. For example, Jeong and colleagues [42] showed that students attained better knowledge outcomes and affective outcomes in support of computer-supported collaborative learning in STEM education.…”

Section: Collaborative Learningmentioning

confidence: 99%

“…Liang and colleagues [43] found that collaborative gaming could enhance students' learning achievement and improve their abilities, such as problem solving and critical thinking. In addition, Ramirez and Monterola [44] showed that collaborative scripts could significantly improve students' collective efficacy. Therefore, collaborative learning can contribute to students' thinking skills and learning performance, especially with the support of digital technology.…”

Section: Collaborative Learningmentioning

confidence: 99%

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The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Liu

Huang

et al. 2022

Sustainability

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Digital technology plays a unique role in the cultivation of students’ creative thinking, which helps them solve poorly structured problems with effective and original solutions. This study applied collaborative learning in a digital-technology-supported artificial intelligence (AI) course and aimed to explore the impact of collaborative learning on fourth-grade students’ creative thinking. According to whether a leadership role was assigned by a teacher and a final consensus was built in the group, four patterns of collaborative learning were designed for comparison in order to determine which pattern was more effective for the promotion of students’ creative thinking. In total, 37 fourth-grade students taking part in the study were divided into four groups, and each group adapted one of four patterns of collaborative learning. The Torrance Creative Thinking Test (TTCT-Figure) was used to test the pre- and post-creative thinking of the four groups of students. A paired-sample t-test was used to analyze the pre- and post-tests of students’ creative thinking to verify whether all four patterns of collaborative learning could improve the students’ creative thinking. One-way ANOVA was used to analyze the post-test results of the four groups’ creative thinking to determine the differences in the creative thinking of the four groups of students. The results indicated that the patterns of collaborative learning used by G1, G3, and G4 were effective in improving students’ creative thinking, but the pattern for G2 was not. Moreover, there were significant differences in the cultivation of students’ creative thinking via AI courses among these four patterns of collaborative learning. The G4 students, who had an assigned leadership role and consensus building, showed the greatest improvement in creative thinking. In particular, without an assigned leadership role and consensus building, students’ flexibility of creative thinking would be improved to a greater extent. Teachers can adapt the findings of this study in order to consciously train team leaders in the collaborative learning process and guide them to reach a consensus to achieve the goal of fostering creative thinking in digital-technology-supported courses. To be specific, teachers should let students participate in group collaborative learning in a free way to cultivate their flexibility.

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