Sharing and Confronting Propositions in Collaborative Inquiry Learning

Gijlers, Hannie; Jong, Ton de

doi:10.1080/07370000903014352

Cited by 68 publications

(44 citation statements)

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“…At the highest level, CSCL scripts may be combined with domain-specific scaffolds that are designed to support the processing of content-related information in problemsolving tasks, such as a content scheme (Ertl, Kopp, and Mandl 2008) or contentspecific scaffolds for hypothesis generation in simulation-based inquiry learning (Gijlers and de Jong 2009). At the intermediate level, content-related information may only be made available, without offering learners guidance that might facilitate its processing during problem solving.…”

Section: Potential Moderators Of the Effectiveness Of Cscl Scriptsmentioning

confidence: 99%

“…In short, a variety of CSCL scripts have been developed and analyzed in empirical studies (e.g., Demetriadis, Egerter, Hanisch, and Fischer 2011;Ertl, Fischer, and Mandl 2006;Gelmini-Hornsby, Ainsworth, and O'Malley 2011;Gijlers and de Jong 2009;Haake and Pfister 2010;Kollar, Fischer, and Slotta 2007;Noroozi, Teasley, Biemans, Weinberger, and Mulder 2013;Rummel, Mullins, and Spada 2012;Schellens, Van Keer, De Wever, and Valcke 2007;Stegmann et al 2007;Van Aalst and Chan 2007;Weinberger, Ertl, Fischer, and Mandl 2005). Yet, despite broad agreement concerning the high potential of CSCL scripts for enhancing collaborative learning, research about its effectiveness yielded mixed results (see Molinari, Sangin, Dillenbourg, and Nüssli 2009;Weinberger et al 2010).…”

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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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Section: Potential Moderators Of the Effectiveness Of Cscl Scriptsmentioning

confidence: 99%

mentioning

confidence: 99%

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

et al. 2016

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“…Of the studies in which these tools were used, only seven reported findings on the impact of the guidance tool, six of which had positive results. In particular, the use of the Shared proposition scratchpad/table led to significant knowledge gains and motivated students to make more related comments (Gijlers and de Jong 2009), the Metacognitive scaffolds (in Animal investigator) were found to enhance students' performance during hypothesis development (Kim and Pedersen 2011), the Prediction scaffold enabled students to state correctly structured predictions (Lewis et al 1993), the Concept map template helped students in the organization and synthesis of information and therefore led to higher-order learning (MacGregor and Lou 2004), the Articulation box enabled students through the articulation of their reasoning to improve their modeling practices and identify possible errors (Fretz et al 2002) and the Complete predefined hypotheses appeared to be beneficial for developing a hypothesis (de Jong 2006b). Only the hypothesis scratchpad did not have a positive impact, as it was too complex for learners to use (van Joolingen and de Jong 1997).…”

Section: Guidance Related To the Conceptualization Phasementioning

confidence: 99%

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

Zacharia

Manoli

Xenofontos

et al. 2015

Education Tech Research Dev

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137

122

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The aim of this review is to identify specific types of guidance for supporting student use of online labs, that is, virtual and remote labs, in an inquiry context. To do so, we reviewed the literature on providing guidance within computer supported inquiry learning (CoSIL) environments in science education and classified all identified guidance according to a recent taxonomy of types of guidance. In addition, we classified the types of guidance in phases of inquiry. Moreover, we examined whether the types of guidance identified for each inquiry phase were found to be effective in promoting student learning, as documented in the CoSIL research. This review identifies what types of effective guidance currently exist and can be applied in developing future CoSIL environments, especially CoSIL environments with online labs. It also highlights the needs/shortcomings of these available types of guidance. Such information is crucial for the design and development of future CoSIL environments with online labs.

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“…This result confirms that collaboration (even without special design for group work) fulfils a scaffolding function in learning and task solving. As explained by Gijlers and de Jong [5], collaborative work is recognized by the scientific community as a learning enhancer. They have explained that for collaborative solving tasks, students have shared and confronted their hypotheses.…”

Section: Collaborative Vs Individual Workmentioning

confidence: 99%

Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment

Castéra¹,

Sarapuu²,

Piksööt³

2013

Proceedings of the International Conference on Computer, Networks and Communication Engineering (ICCNCE 2013)

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-The goal of this study is to analyse the influence of the visual analysis skills on the student modelling activities in a web-based learning environment. The influence of collaborative work was also tested. Thus, 131 French high school students working individually and 116 in pairs used the environment Cell World. The environment recorded the outcomes of a sequence of modelling operations into log-files. The students' visual analysis skills were assessed individually in pre-and post-tests. The analysis of the log-files has shown that cooperative work allows better performances at the very beginning of the modelling sequence. However, the difference of performances between collaborative and individual workers is not anymore different during the rest of the following operations. The results show also that low-performing modellers are lower in visual analysis skills than highperforming modellers.

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Sharing and Confronting Propositions in Collaborative Inquiry Learning

Cited by 68 publications

References 45 publications

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

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

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment

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