The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment

Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.

doi:10.1016/j.chb.2012.03.011

Cited by 5 publications

(2 citation statements)

References 51 publications

(77 reference statements)

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“…The exceptions were Weinberger, Marttunen, Laurinen, and Stegmann (2013), Fischer (2006), andClark et al (2009). Finally, Slof, Erkens, and Kirschner (2012) used 'representational tools' to facilitate the construction and adjustment of students' representations. 3.2 RQ2 -Which argumentation competence components (students' knowledge, behaviour and attitude towards argumentation) have been considered for the provision of first-order and second-order argument-scaffolding in HE and SE?…”

Section: Resultsmentioning

confidence: 99%

First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review

Haro

Noroozi

Biemans

et al. 2019

Technology, Pedagogy and Education

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Results of research on intentions and effects of firstand second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous-asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.

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Section: Resultsmentioning

confidence: 99%

First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review

Haro

Noroozi

Biemans

et al. 2019

Technology, Pedagogy and Education

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show abstract

“…B. Clark et al (2009). Finally, Slof, Erkens, and Kirschner (2012) used "representational tools" to facilitate the construction and adjustment of students' representations.…”

Section: Scaffolding Computer-supported Collaborative Argumentationmentioning

confidence: 99%

Fostering argumentation with online learning systems in higher education

Haro¹

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that is becoming more predominant in industry. Moreover, professionals should be able to find, assess, interpret, and represent new information quickly. Similarly, they need to be able to communicate and collaborate with others in multidisciplinary groups, but, most importantly, they need to think and learn for themselves. The latter means that professionals and students require new and different skills, the so-called "21 st Century Skills" (Partnership for 21st Century Learning, 2015). Among these skills, four are related to learning and innovation, and they have been repeatedly recognized as the ones that set students who are better prepared to cope with the complex 21 st century work environment apart from those who are not. The four skills in question are critical thinking, communication, collaboration, and creativity. Figure 1 shows the Partnership for 21 st Century Learning (P21) Framework that illustrates the skills, knowledge, expertise, and support systems that students need to succeed in work, life, and citizenship.

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The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

Slof

Erkens

Kirschner

et al. 2013

Computers & Education

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a b s t r a c tThis study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a single solution. Each phase was foreseen with a part-task-specific representational tool facilitating visualization of the domain-content (i.e., a conceptual, causal and simulation tool respectively for the subsequent phases). Whereas all teams of learners (N ¼ 17) were scripted to carry out the parttasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n ¼ 8) or (2) construct their own domain-specific visualizations (n ¼ 9). Results indicate that constructing visualizations, in comparison to inspecting them, evokes more meaningful discussion of the domain-content beneficially affecting team complex learning-task performance and individual learning gains (i.e., higher post-test score).

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The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment

Cited by 5 publications

References 51 publications

First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review

First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review

Fostering argumentation with online learning systems in higher education

The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

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