Effects of representational guidance during computer-supported collaborative learning

Janssen, José; Erkens, Gijsbert; Kirschner, Paul A.; Kanselaar, G.

doi:10.1007/s11251-008-9078-1

Cited by 55 publications

(47 citation statements)

References 44 publications

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“…This result is in line with conclusive findings in research on CSCL showing various added values and benefits of collaboration with external representations (e.g. Ertl et al 2008;Fischer et al 2002;Janssen et al 2007Janssen et al , 2010Nussbaum et al 2007;Toth et al 2002;Van Amelsvoort et al 2007. In this study, students benefitted from their partners' knowledge (knowledge awareness) by looking at one another's individually made graphical knowledge maps in CSCL environments.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

“…Extensive prior research has shown various benefits of external representations in the form of graphical knowledge maps (e.g. Ertl et al 2008;Janssen et al 2010;Toth et al 2002;Van Amelsvoort et al 2007). Various forms of graphical knowledge representation, such as argumentative texts, graphs, and diagrams, are useful for maintaining learners' focus on the relevant aspects of the task, which could broaden and deepen discussion and therefore improve learners' knowledge (Baker et al 2007;Suthers 2001;Noroozi et al 2011;Nussbaum 2008;Nussbaum et al 2007;Van Amelsvoort et al 2008;Veerman et al 2002).…”

Section: Cscl With Graphical Knowledge Mapsmentioning

confidence: 99%

“…Within CSCL, graphical knowledge maps have evolved to improve knowledge construction and deep learning (e.g. Janssen et al 2010;Van Amelsvoort et al 2007).…”

mentioning

confidence: 99%

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Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

Noroozi

Busstra

Mulder

et al. 2011

Education Tech Research Dev

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This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.

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Section: Conclusion and Discussionsupporting

confidence: 90%

Section: Cscl With Graphical Knowledge Mapsmentioning

confidence: 99%

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Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

Noroozi

Busstra

Mulder

et al. 2011

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…, Stahl 2009a;Hmelo-Silver et al 2013) and empirical studies (e.g., Baker 1999;Barron 2003;Hmelo-Silver 2004;Mercer 2002) that have unfolded over the years have not addressed the details of learning in interaction that leads to knowledge production and challenges students to engage in sustained collaborative efforts. While some research studies on collaboration have provided substantial insight into whether and when interaction proves more effective than working alone (e.g., Furberg et al 2008;Janssen et al 2010), others have emphasized the role of different variables in mediated interaction (cf. Cress et al 2013;Slof et al 2013) or focused on the procedural characteristics of the process, such as social aspects, conflict, or planning (Barron 2003;Engle and Conant 2002;Remesal and Colomina 2013).…”

mentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

111

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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“…It was shown that providing representational guidance can nudge the discussion of controversial evidence (Suthers, 2001) and can lead to learning outcomes of higher quality (Janssen et al, 2010). Recently, cognitive group awareness tools were proven to be beneficial for learning processes and learning outcomes in various CSCL and related scenarios (Bodemer and Dehler, 2011;Janssen and Bodemer, 2013).…”

Section: /25mentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

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Effects of representational guidance during computer-supported collaborative learning

Cited by 55 publications

References 44 publications

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

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