‘Make it explicit!’: Improving collaboration through increase of script coercion
Identifieur interne : 001380 ( Istex/Corpus ); précédent : 001379; suivant : 001381‘Make it explicit!’: Improving collaboration through increase of script coercion
Auteurs : P. M. Papadopoulos ; S. N. Demetriadis ; A. WeinbergerSource :
- Journal of Computer Assisted Learning [ 0266-4909 ] ; 2013-08.
English descriptors
- Teeft :
- Actual script, Actual scripts, Advice cases, Aristotle university, Better collaboration patterns, Coercion, Cognitive, Collaboration, Collaboration pattern, Collaboration patterns, Collaboration phase, Collaboration script, Collaboration scripts, Collaborative, Collaborative answers, Collaborative phases, Collaborative scores, Common answer, Common answers, Common ground, Control group, Cost overruns, Cscl, Demetriadis, Development process, Different degrees, Different views, Dillenbourg, Domain knowledge instrument, Dyad, Educational perspectives, Educational research, Educational technology research development, External event, External script, External scripts, False discovery rate, Fischer, Further analysis, Guideline, High coercion, Individual answers, Individual level, Individual ones, Individual scores, Individual study phase, Initial system requirements, Instructional science, International journal, John wiley sons, Joint solution, Kollar, Learner, Mental representations, Multiple testing, Online, Online chat, Other hand, Page views, Page visits, Papadopoulos, Peer, Peer interaction, Peer review process, Procedural knowledge, Project goals, Raters, Review comments, Review form, Review guidelines, Review process, Review quality, Same score, Scenario, Scenario questions, Schedule delays, Script, Script coercion, Scripted collaboration, Scripting, Scripting communication, Scripts need, Second week, Software, Software project, Stamelos, Stegmann, Student interaction, Study conditions, Study phase, Study questions, Suboptimal collaboration, Suboptimal collaboration patterns, Support students, System requirements, Weinberger, Word count.
Abstract
This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.
Url:
DOI: 10.1111/jcal.12014
Links to Exploration step
ISTEX:BFF116DBCB4A47064F3403776A790C57FBD245CBLe document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">‘Make it explicit!’: Improving collaboration through increase of script coercion</title><author><name sortKey="Papadopoulos, P M" sort="Papadopoulos, P M" uniqKey="Papadopoulos P" first="P. M." last="Papadopoulos">P. M. Papadopoulos</name><affiliation><mods:affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: pmpapad@csd.auth.gr</mods:affiliation></affiliation></author><author><name sortKey="Demetriadis, S N" sort="Demetriadis, S N" uniqKey="Demetriadis S" first="S. N." last="Demetriadis">S. N. Demetriadis</name><affiliation><mods:affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</mods:affiliation></affiliation></author><author><name sortKey="Weinberger, A" sort="Weinberger, A" uniqKey="Weinberger A" first="A." last="Weinberger">A. Weinberger</name><affiliation><mods:affiliation>Saarland University, Saarbrücken, Germany</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:BFF116DBCB4A47064F3403776A790C57FBD245CB</idno><date when="2013" year="2013">2013</date><idno type="doi">10.1111/jcal.12014</idno><idno type="url">https://api.istex.fr/document/BFF116DBCB4A47064F3403776A790C57FBD245CB/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001380</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001380</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">‘Make it explicit!’: Improving collaboration through increase of script coercion</title><author><name sortKey="Papadopoulos, P M" sort="Papadopoulos, P M" uniqKey="Papadopoulos P" first="P. M." last="Papadopoulos">P. M. Papadopoulos</name><affiliation><mods:affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: pmpapad@csd.auth.gr</mods:affiliation></affiliation></author><author><name sortKey="Demetriadis, S N" sort="Demetriadis, S N" uniqKey="Demetriadis S" first="S. N." last="Demetriadis">S. N. Demetriadis</name><affiliation><mods:affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</mods:affiliation></affiliation></author><author><name sortKey="Weinberger, A" sort="Weinberger, A" uniqKey="Weinberger A" first="A." last="Weinberger">A. Weinberger</name><affiliation><mods:affiliation>Saarland University, Saarbrücken, Germany</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Computer Assisted Learning</title><title level="j" type="abbrev">Journal of Computer Assisted Learning</title><idno type="ISSN">0266-4909</idno><idno type="eISSN">1365-2729</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><date type="published" when="2013-08">2013-08</date><biblScope unit="volume">29</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="383">383</biblScope><biblScope unit="page" to="398">398</biblScope></imprint><idno type="ISSN">0266-4909</idno></series><idno type="istex">BFF116DBCB4A47064F3403776A790C57FBD245CB</idno><idno type="DOI">10.1111/jcal.12014</idno><idno type="ArticleID">JCAL12014</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0266-4909</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>Actual script</term><term>Actual scripts</term><term>Advice cases</term><term>Aristotle university</term><term>Better collaboration patterns</term><term>Coercion</term><term>Cognitive</term><term>Collaboration</term><term>Collaboration pattern</term><term>Collaboration patterns</term><term>Collaboration phase</term><term>Collaboration script</term><term>Collaboration scripts</term><term>Collaborative</term><term>Collaborative answers</term><term>Collaborative phases</term><term>Collaborative scores</term><term>Common answer</term><term>Common answers</term><term>Common ground</term><term>Control group</term><term>Cost overruns</term><term>Cscl</term><term>Demetriadis</term><term>Development process</term><term>Different degrees</term><term>Different views</term><term>Dillenbourg</term><term>Domain knowledge instrument</term><term>Dyad</term><term>Educational perspectives</term><term>Educational research</term><term>Educational technology research development</term><term>External event</term><term>External script</term><term>External scripts</term><term>False discovery rate</term><term>Fischer</term><term>Further analysis</term><term>Guideline</term><term>High coercion</term><term>Individual answers</term><term>Individual level</term><term>Individual ones</term><term>Individual scores</term><term>Individual study phase</term><term>Initial system requirements</term><term>Instructional science</term><term>International journal</term><term>John wiley sons</term><term>Joint solution</term><term>Kollar</term><term>Learner</term><term>Mental representations</term><term>Multiple testing</term><term>Online</term><term>Online chat</term><term>Other hand</term><term>Page views</term><term>Page visits</term><term>Papadopoulos</term><term>Peer</term><term>Peer interaction</term><term>Peer review process</term><term>Procedural knowledge</term><term>Project goals</term><term>Raters</term><term>Review comments</term><term>Review form</term><term>Review guidelines</term><term>Review process</term><term>Review quality</term><term>Same score</term><term>Scenario</term><term>Scenario questions</term><term>Schedule delays</term><term>Script</term><term>Script coercion</term><term>Scripted collaboration</term><term>Scripting</term><term>Scripting communication</term><term>Scripts need</term><term>Second week</term><term>Software</term><term>Software project</term><term>Stamelos</term><term>Stegmann</term><term>Student interaction</term><term>Study conditions</term><term>Study phase</term><term>Study questions</term><term>Suboptimal collaboration</term><term>Suboptimal collaboration patterns</term><term>Support students</term><term>System requirements</term><term>Weinberger</term><term>Word count</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.</div></front></TEI><istex><corpusName>wiley</corpusName><keywords><teeft><json:string>dyad</json:string><json:string>collaborative</json:string><json:string>learner</json:string><json:string>fischer</json:string><json:string>papadopoulos</json:string><json:string>scenario</json:string><json:string>john wiley sons</json:string><json:string>weinberger</json:string><json:string>software</json:string><json:string>dillenbourg</json:string><json:string>cscl</json:string><json:string>guideline</json:string><json:string>stegmann</json:string><json:string>kollar</json:string><json:string>individual answers</json:string><json:string>demetriadis</json:string><json:string>external scripts</json:string><json:string>stamelos</json:string><json:string>scripting</json:string><json:string>peer interaction</json:string><json:string>online</json:string><json:string>collaboration phase</json:string><json:string>raters</json:string><json:string>collaboration patterns</json:string><json:string>page views</json:string><json:string>review guidelines</json:string><json:string>system requirements</json:string><json:string>collaboration script</json:string><json:string>study conditions</json:string><json:string>review comments</json:string><json:string>second week</json:string><json:string>script</json:string><json:string>script coercion</json:string><json:string>project goals</json:string><json:string>development process</json:string><json:string>collaborative answers</json:string><json:string>external script</json:string><json:string>individual study phase</json:string><json:string>review process</json:string><json:string>word count</json:string><json:string>collaboration scripts</json:string><json:string>coercion</json:string><json:string>external event</json:string><json:string>online chat</json:string><json:string>study phase</json:string><json:string>review form</json:string><json:string>educational perspectives</json:string><json:string>different degrees</json:string><json:string>false discovery rate</json:string><json:string>review quality</json:string><json:string>study questions</json:string><json:string>scripted collaboration</json:string><json:string>collaboration pattern</json:string><json:string>collaboration</json:string><json:string>cognitive</json:string><json:string>peer</json:string><json:string>collaborative phases</json:string><json:string>support students</json:string><json:string>software project</json:string><json:string>individual level</json:string><json:string>peer review process</json:string><json:string>common ground</json:string><json:string>mental representations</json:string><json:string>scenario questions</json:string><json:string>joint solution</json:string><json:string>advice cases</json:string><json:string>actual script</json:string><json:string>actual scripts</json:string><json:string>same score</json:string><json:string>common answer</json:string><json:string>scripts need</json:string><json:string>individual ones</json:string><json:string>suboptimal collaboration patterns</json:string><json:string>procedural knowledge</json:string><json:string>control group</json:string><json:string>domain knowledge instrument</json:string><json:string>suboptimal collaboration</json:string><json:string>collaborative scores</json:string><json:string>further analysis</json:string><json:string>individual scores</json:string><json:string>student interaction</json:string><json:string>better collaboration patterns</json:string><json:string>different views</json:string><json:string>high coercion</json:string><json:string>page visits</json:string><json:string>common answers</json:string><json:string>initial system requirements</json:string><json:string>cost overruns</json:string><json:string>schedule delays</json:string><json:string>other hand</json:string><json:string>instructional science</json:string><json:string>multiple testing</json:string><json:string>scripting communication</json:string><json:string>aristotle university</json:string><json:string>educational research</json:string><json:string>international journal</json:string><json:string>educational technology research development</json:string></teeft></keywords><author><json:item><name>P.M. Papadopoulos</name><affiliations><json:string>Aristotle University of Thessaloniki, Thessaloniki, Greece</json:string><json:string>E-mail: pmpapad@csd.auth.gr</json:string></affiliations></json:item><json:item><name>S.N. Demetriadis</name><affiliations><json:string>Aristotle University of Thessaloniki, Thessaloniki, Greece</json:string></affiliations></json:item><json:item><name>A. Weinberger</name><affiliations><json:string>Saarland University, Saarbrücken, Germany</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>coercion</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>computer‐supported collaborative learning</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>scripted collaboration</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>scripts</value></json:item></subject><articleId><json:string>JCAL12014</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.</abstract><qualityIndicators><score>7.712</score><pdfVersion>1.3</pdfVersion><pdfPageSize>595.276 x 782.362 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractCharCount>1581</abstractCharCount><pdfWordCount>8289</pdfWordCount><pdfCharCount>53465</pdfCharCount><pdfPageCount>16</pdfPageCount><abstractWordCount>226</abstractWordCount></qualityIndicators><title>‘Make it explicit!’: Improving collaboration through increase of script coercion</title><genre><json:string>article</json:string></genre><host><title>Journal of Computer Assisted Learning</title><language><json:string>unknown</json:string></language><doi><json:string>10.1111/(ISSN)1365-2729</json:string></doi><issn><json:string>0266-4909</json:string></issn><eissn><json:string>1365-2729</json:string></eissn><publisherId><json:string>JCAL</json:string></publisherId><volume>29</volume><issue>4</issue><pages><first>383</first><last>398</last><total>16</total></pages><genre><json:string>journal</json:string></genre><subject><json:item><value>Original article</value></json:item></subject></host><categories><wos><json:string>social science</json:string><json:string>education & educational research</json:string></wos><scienceMetrix><json:string>economic & social sciences</json:string><json:string>social sciences</json:string><json:string>education</json:string></scienceMetrix></categories><publicationDate>2013</publicationDate><copyrightDate>2013</copyrightDate><doi><json:string>10.1111/jcal.12014</json:string></doi><id>BFF116DBCB4A47064F3403776A790C57FBD245CB</id><score>1</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/BFF116DBCB4A47064F3403776A790C57FBD245CB/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/BFF116DBCB4A47064F3403776A790C57FBD245CB/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/BFF116DBCB4A47064F3403776A790C57FBD245CB/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">‘Make it explicit!’: Improving collaboration through increase of script coercion</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Blackwell Publishing Ltd</publisher><availability><p>Copyright © 2013 John Wiley & Sons Ltd© 2013 John Wiley & Sons Ltd</p></availability><date>2013-03-12</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">‘Make it explicit!’: Improving collaboration through increase of script coercion</title><author xml:id="author-1"><persName><forename type="first">P.M.</forename><surname>Papadopoulos</surname></persName><email>pmpapad@csd.auth.gr</email><affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</affiliation></author><author xml:id="author-2"><persName><forename type="first">S.N.</forename><surname>Demetriadis</surname></persName><affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</affiliation></author><author xml:id="author-3"><persName><forename type="first">A.</forename><surname>Weinberger</surname></persName><affiliation>Saarland University, Saarbrücken, Germany</affiliation></author></analytic><monogr><title level="j">Journal of Computer Assisted Learning</title><title level="j" type="abbrev">Journal of Computer Assisted Learning</title><idno type="pISSN">0266-4909</idno><idno type="eISSN">1365-2729</idno><idno type="DOI">10.1111/(ISSN)1365-2729</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><date type="published" when="2013-08"></date><biblScope unit="volume">29</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="383">383</biblScope><biblScope unit="page" to="398">398</biblScope></imprint></monogr><idno type="istex">BFF116DBCB4A47064F3403776A790C57FBD245CB</idno><idno type="DOI">10.1111/jcal.12014</idno><idno type="ArticleID">JCAL12014</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2013-03-12</date></creation><langUsage><language ident="en">en</language></langUsage><abstract><p>This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.</p></abstract><textClass><keywords scheme="keyword"><list><head>keywords</head><item><term>coercion</term></item><item><term>computer‐supported collaborative learning</term></item><item><term>scripted collaboration</term></item><item><term>scripts</term></item></list></keywords></textClass><textClass><keywords scheme="Journal Subject"><list><head>article-category</head><item><term>Original article</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2013-02-03">Registration</change><change when="2013-03-12">Created</change><change when="2013-08">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/BFF116DBCB4A47064F3403776A790C57FBD245CB/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body" wicri:toSee="Element #text"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component type="serialArticle" version="2.0" xml:id="jcal12014" xml:lang="en"><header><publicationMeta level="product"><doi origin="wiley">10.1111/(ISSN)1365-2729</doi><issn type="print">0266-4909</issn><issn type="electronic">1365-2729</issn><idGroup><id type="product" value="JCAL"></id></idGroup><titleGroup><title sort="JOURNAL OF COMPUTER ASSISTED LEARNING" type="main">Journal of Computer Assisted Learning</title><title type="short">Journal of Computer Assisted Learning</title></titleGroup></publicationMeta><publicationMeta level="part" position="08104"><doi>10.1111/jcal.2013.29.issue-4</doi><copyright ownership="publisher">Copyright © 2013 John Wiley & Sons Ltd</copyright><numberingGroup><numbering number="29" type="journalVolume">29</numbering><numbering type="journalIssue">4</numbering></numberingGroup><coverDate startDate="2013-08">August 2013</coverDate></publicationMeta><publicationMeta level="unit" status="forIssue" type="article" position="60"><doi>10.1111/jcal.12014</doi><idGroup><id type="unit" value="JCAL12014"></id></idGroup><countGroup><count number="16" type="pageTotal"></count></countGroup><titleGroup><title type="tocHeading1">Original Articles</title><title type="articleCategory">Original article</title></titleGroup><copyright ownership="publisher">© 2013 John Wiley & Sons Ltd</copyright><eventGroup><event agent="bestset" date="2013-03-12" type="xmlCreated"></event><event date="2013-02-03" type="manuscriptAccepted"></event><event type="firstOnline" date="2013-07-01"></event><event type="publishedOnlineFinalForm" date="2013-07-01"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-29"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.6.4 mode:FullText" date="2015-10-02"></event></eventGroup><numberingGroup><numbering type="pageFirst">383</numbering><numbering type="pageLast">398</numbering></numberingGroup><correspondenceTo><b>Correspondence:</b> Pantelis M. Papadopoulos, Aristotle University of Thessaloniki, Ethnikis Aminis 28, 54621 Thessaloniki, Greece. Email: <email>pmpapad@csd.auth.gr</email></correspondenceTo><objectNameGroup><objectName displayTitle="no" elementName="appendix">Appendix</objectName></objectNameGroup><linkGroup><link type="toTypesetVersion" href="file:JCAL.JCAL12014.pdf"></link></linkGroup></publicationMeta><contentMeta><titleGroup><title type="short">‘Make it explicit!’</title><title type="shortAuthors">P.<fc>M</fc>. <fc>P</fc>apadopoulos <i>et al</i>.</title><title type="main">‘Make it explicit!’: Improving collaboration through increase of script coercion</title></titleGroup><creators><creator affiliationRef="#jcal12014-aff-0001" corresponding="yes" creatorRole="author" xml:id="jcal12014-cr-0001"><personName><givenNames>P.M.</givenNames><familyName>Papadopoulos</familyName></personName></creator><creator affiliationRef="#jcal12014-aff-0001" creatorRole="author" xml:id="jcal12014-cr-0002"><personName><givenNames>S.N.</givenNames><familyName>Demetriadis</familyName></personName></creator><creator affiliationRef="#jcal12014-aff-0002" creatorRole="author" xml:id="jcal12014-cr-0003"><personName><givenNames>A.</givenNames><familyName>Weinberger</familyName></personName></creator></creators><affiliationGroup><affiliation countryCode="GR" xml:id="jcal12014-aff-0001"><orgName>Aristotle University of Thessaloniki</orgName><address><city>Thessaloniki</city><country>Greece</country></address></affiliation><affiliation countryCode="DE" xml:id="jcal12014-aff-0002"><orgName>Saarland University</orgName><address><city>Saarbrücken</city><country>Germany</country></address></affiliation></affiliationGroup><keywordGroup type="author"><keyword xml:id="jcal12014-kwd-0001">coercion</keyword><keyword xml:id="jcal12014-kwd-0002">computer‐supported collaborative learning</keyword><keyword xml:id="jcal12014-kwd-0003">scripted collaboration</keyword><keyword xml:id="jcal12014-kwd-0004">scripts</keyword></keywordGroup><abstractGroup><abstract type="main"><title type="main">Abstract</title><p>This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (<fc>LC</fc>) and high coercion (<fc>HC</fc>). In the <fc>HC</fc> condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the <fc>LC</fc> condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the <fc>HC</fc> condition applied better collaboration patterns and outperformed students in the <fc>LC</fc> condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.</p></abstract></abstractGroup></contentMeta></header> </component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>‘Make it explicit!’: Improving collaboration through increase of script coercion</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>‘Make it explicit!’</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>‘Make it explicit!’: Improving collaboration through increase of script coercion</title></titleInfo><name type="personal"><namePart type="given">P.M.</namePart><namePart type="family">Papadopoulos</namePart><affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</affiliation><affiliation>E-mail: pmpapad@csd.auth.gr</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">S.N.</namePart><namePart type="family">Demetriadis</namePart><affiliation>Aristotle University of Thessaloniki, Thessaloniki, Greece</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">A.</namePart><namePart type="family">Weinberger</namePart><affiliation>Saarland University, Saarbrücken, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><dateIssued encoding="w3cdtf">2013-08</dateIssued><dateCreated encoding="w3cdtf">2013-03-12</dateCreated><dateValid encoding="w3cdtf">2013-02-03</dateValid><copyrightDate encoding="w3cdtf">2013</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.</abstract><subject><genre>keywords</genre><topic>coercion</topic><topic>computer‐supported collaborative learning</topic><topic>scripted collaboration</topic><topic>scripts</topic></subject><relatedItem type="host"><titleInfo><title>Journal of Computer Assisted Learning</title></titleInfo><titleInfo type="abbreviated"><title>Journal of Computer Assisted Learning</title></titleInfo><genre type="journal">journal</genre><subject><genre>article-category</genre><topic>Original article</topic></subject><identifier type="ISSN">0266-4909</identifier><identifier type="eISSN">1365-2729</identifier><identifier type="DOI">10.1111/(ISSN)1365-2729</identifier><identifier type="PublisherID">JCAL</identifier><part><date>2013</date><detail type="volume"><caption>vol.</caption><number>29</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>383</start><end>398</end><total>16</total></extent></part></relatedItem><identifier type="istex">BFF116DBCB4A47064F3403776A790C57FBD245CB</identifier><identifier type="DOI">10.1111/jcal.12014</identifier><identifier type="ArticleID">JCAL12014</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © 2013 John Wiley & Sons Ltd© 2013 John Wiley & Sons Ltd</accessCondition><recordInfo><recordContentSource>WILEY</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Sarre/explor/MusicSarreV3/Data/Istex/Corpus
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001380 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Istex/Corpus/biblio.hfd -nk 001380 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Sarre
|area= MusicSarreV3
|flux= Istex
|étape= Corpus
|type= RBID
|clé= ISTEX:BFF116DBCB4A47064F3403776A790C57FBD245CB
|texte= ‘Make it explicit!’: Improving collaboration through increase of script coercion
}}
| This area was generated with Dilib version V0.6.33. |  |