An exploration of students' strategy use in inquiry-based computer-supported collaborative learning.
The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learni...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 1; pp. 39 - 53 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Feb2005
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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=106605284&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106605284 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2005 vid: 21 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106605284 106605284 2005063033 10.1111/j.1365-2729.2005.00112.x 106605284 ppf: 39 ppct: 14 formats: tig: atl: An exploration of students' strategy use in inquiry-based computer-supported collaborative learning. aug: au: Salovaara H affil: Dept of Educational Sciences and Teacher Education, University of Oulu, PO Box 2001, FIN-90014, Finland; hanna.solovaara@.oulu.fi sug: subj: Collaboration Learning Methods Evaluation Adolescence Computer-Assisted Instruction Content Analysis Female Interviews kappa Statistic Male Mann-Whitney U Test Qualitative Studies Students, High School Human Adolescent: 13-18 years Female Male ab: The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups. The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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