Learning to collaborate while being scripted or by observing a model

Rummel, Nikol; Spada, Hans; Hauser, Sabine

doi:10.1007/s11412-008-9054-4

Cited by 104 publications

(81 citation statements)

References 58 publications

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“…Recently, diverse types of CSCL scripts have been developed to foster learning in various domains, such as computer science (Demetriadis et al 2011;Haake and Pfister 2010), economics (Huang, Wu, and Chen 2012), life sciences (Noroozi et al 2013), educational science (Stegmann et al 2007), medicine, and psychology (Rummel et al 2009). These CSCL scripts are designed to implement distinct collaborative learning scenarios that are assumed to enhance domain-specific learning by fostering sets of collaborative learning activities that evoke a deep elaboration of the learning material at hand (King 2007).…”

Section: Cscl Scripts As Socio-cognitive Scaffoldingmentioning

confidence: 99%

“…Collaboration skills typically targeted by CSCL scripts include argumentation skills (Noroozi et al 2012), peer feedback skills (Demetriadis et al 2011), and skills for productive interdisciplinary collaboration (Rummel and Spada 2005;Rummel et al 2009). By repeatedly engaging in a collaboration with the support of a CSCL script, learners will acquire skills in performing productive collaborative activities (Anderson 1992).…”

Section: Cscl Scripts As Socio-cognitive Scaffoldingmentioning

confidence: 99%

“…The learners' collaboration skills were assessed in individual post-tests that required them to describe relevant aspects of good collaborative work in computer-supported collaboration settings. Results showed that the CSCL scripts had positive effects on learners' collaboration skills compared to the control condition (Rummel et al 2009). …”

mentioning

confidence: 92%

“…In the latter case, the computer is used as a tool to prompt the activities specified by the script. We deliberately excluded comparisons of CSCL scripts to other types of instructional support (e.g., modeling, Rummel et al 2009). First, these comparisons address a different research question that is not the focus of this meta-analysis (e.g., BWhat is the effect of collaborative learning with a CSCL script compared to collaborative learning with modeling on the acquisition of domain-specific knowledge and collaboration skills?^).…”

mentioning

confidence: 99%

“…The goal of scripting interdisciplinary teams can be twofold: first, increasing interaction by knowledge interdependence; second, having interdisciplinary problem solving as a genuine learning goal. For example, Rummel et al (2009) developed a CSCL script to scaffold the collaborative work of physicians and psychotherapists on a joint diagnosis and therapy plan for a patient. This CSCL script and an advanced version of this script (enriched with instructional prompts and phases for reflective self-explanation) were compared to a control condition.…”

mentioning

confidence: 99%

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Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner's reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners' internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.Keywords Collaboration scripts . Collaboration skills . Computer-supported collaborative learning . Domain-specific knowledge . Socio-cognitive scaffolding . TransactivityResearch on computer-supported collaborative learning (CSCL) deals with the question how digital technologies can be used to help groups of learners collaborate on a high level Educ Psychol Rev (2017) University of Augsburg, Universitätsstr. 10, 86159 Augsburg, Germany (Koschmann 1996). A high level of collaboration is reached when groups of learners engage in certain socio-cognitive activities such as explaining (Webb et al. 2009), questioning (King 1998), or arguing (Andriessen, Baker, andSuthers 2003). Through an engagement in such activities, students are assumed to acquire both domain-specific knowledge (i.e., knowledge about the topic that is discussed within the group) and cross-domain skills such as collaboration skills or argumentation skills. In short, collaborative learning is credited for its high potential to facilitate learners' cognitive development (Mugny and Doise 1978;Schwarz and Linchevski 2007). However, as prior research on collaborative learning-both in face-to-face and in computer-mediated settings-has shown, learners often have difficulties engaging spontaneously in beneficial collaborative learning activities (Cohen 1994;Kuhn, Shaw, and Felton 1997). In this article, the term Bunstructured collaboration^is used to refer to such situations in which learners are not supported with respect to their collaborative learning activities.To overcome these problems, learners can be supported by means of socio-cognitive scaffolding that guides them through collaborative activities that enhance learning. In computer-supported lea...

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