Learning Gains in Pyramid Computer-Supported Collaboration Scripts: Factors and Implications for Design

Abstract

Computer-Supported Collaborative Learning (CSCL) scripts aim to structure the process of collaboration creating opportunities for productive social interaction and learning. Despite CSCL research has shown these benefits for some scripts in particular contexts, more evidence is needed about to what extent learning gains are actually achieved for more families of scripts and in different conditions of implementation. This paper studies how three CSCL scripts based on the Pyramid collaborative learning flow pattern facilitate students learning in online classes. Learning gains are measured in terms of precision and confusion assessment criteria. Students' behaviour in the learning process, regarding agreement in the knowledge exchange, is also analysed in relation to the learning gains. Results bring out several factors, and implications for the design of fruitful Pyramid scripts implementation, that related to the pedagogical envelope, the type of tasks, pyramid design elements, the need for epistemic orchestration, and debriefing.

Effects of Debriefing in Computer-Supported Collaborative Learning Pyramid Scripts with Open-Ended Task

“…From the learning activity conducted, the open-ended task resulted in similar levels of learning gains for the 4 sessions studied, which corroborate with previous works [1,2]. The results are decreased precision after Pyramid activity and increased precision after debriefing, as shown in Fig.…”

“…From the learning design (open-ended task and workshop session) we derived three assumptions about the process (Pyramid and debriefing) and outcomes (students' answers): (1) students are less inclined to give complete answers after Pyramid, so we indicate a future motivation inspection at Pyramid activity;…”

“…Levels of precision can range from 0 (not precise) to 3 (student's response matches teacher's response). Levels of confusion can range from 0 (None) to 3 (high) [1].…”

“…Pyramid activity is being used in collaborative learning activities with observable impact in learning gains [2]. Some factors that could influence the design of Pyramid activities are: the pedagogical envelope, the type of tasks, pyramid design elements, and the need for epistemic orchestration and debriefing [1].…”

“…However, in some cases learning gains immediately after participating in PyramidApp activity do not seem to significantly improve in terms of precision and confusion, especially if we consider the type of task. In [1] it was reported 3 different learning activities, 2 with closed-ended tasks and 1 with the open-ended task. The 2 activities with closed-ended tasks presented learning gains in terms of increased precision and decreased confusion, however, the open-ended one did not lead to learning gains.…”