‘Make it explicit!’: Improving collaboration through increase of script coercion
Identifieur interne : 000130 ( Main/Exploration ); précédent : 000129; suivant : 000131‘Make it explicit!’: Improving collaboration through increase of script coercion
Auteurs : P. M. Papadopoulos [Grèce] ; S. N. Demetriadis [Grèce] ; A. Weinberger [Allemagne]Source :
- 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
Affiliations:
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Le document en format XML
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<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>
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