Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments.
The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analy...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 3; pp. 252 - 268 |
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| Autores principales: | , , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2009
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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=105343603&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343603 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2009 vid: 25 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343603 2010457804 10.1111/j.1365-2729.2008.00302.x 105343603 ppf: 252 ppct: 16 formats: tig: atl: Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments. aug: au: Gijlers H Saab N Van Joolingen W De Jong T Van Hout-Wolters BHA affil: Faculty of Behavioral Sciences, University of Twente, PO Box 217, Enschede, 7500 AE, The Netherlands. Email: a.h.gijlers@gw.utwente.nl sug: subj: Collaboration In Adolescence Learning Methods In Adolescence Adolescence Analysis of Variance Clinical Trials Interpersonal Relations kappa Statistic Learning Environment Post Hoc Analysis Schools, Secondary Secondary Analysis Software Students Human Adolescent: 13-18 years ab: The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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