'Make it explicit!': Improving collaboration through increase of script coercion.
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 trig...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 4; pp. 383 - 399 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104188160&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104188160 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2013 vid: 29 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104188160 88799879 10.1111/jcal.12014 104188160 ppf: 383 ppct: 16 formats: tig: atl: 'Make it explicit!': Improving collaboration through increase of script coercion. aug: au: Papadopoulos, P.M. Demetriadis, S.N. Weinberger, A. affil: Aristotle University of Thessaloniki sug: subj: Collaboration Learning Methods Computer-Assisted Instruction Software Design Knowledge Comparative Studies Random Assignment Multimethod Studies Pretest-Posttest Design Scales Interrater Reliability Intraclass Correlation Coefficient T-Tests Analysis of Covariance Paired T-Tests Interviews Female Male Human Female Male ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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