The role of scaffolding in CSCL in general and in specific environments.
This paper aims to analyse if virtual forums set up in an environment specifically designed to improve collaborative learning can effectively influence students' discourse quality and learning when compared with those forums set up in a general environment. Following a coding schema based upon the s...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 4; pp. 337 - 349 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
2014 Aug
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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=107867908&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107867908 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: 2014 Aug vid: 30 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107867908 107867908 2012661798 10.1111/jcal.12047 107867908 ppf: 337 ppct: 12 formats: tig: atl: The role of scaffolding in CSCL in general and in specific environments. aug: au: Verdú, N. Sanuy, J. affil: Innovation and E-learning Area, Education Science Institute, Lleida, Spain sug: subj: Collaboration Learning Methods Evaluation Learning Environment Internet Utilization Human Content Analysis Descriptive Statistics Data Analysis Software Mann-Whitney U Test ab: This paper aims to analyse if virtual forums set up in an environment specifically designed to improve collaborative learning can effectively influence students' discourse quality and learning when compared with those forums set up in a general environment. Following a coding schema based upon the set of scaffolds offered in the Knowledge Forum environment, we have qualitatively analysed 60 forums and 1370 students from different subjects. The results show that there are very few elaborated and shared deep discussions: the central axis in those superior contributions focuses on bringing new information to already written contributions. There are more new and contrasting opinions in forums set up in a specific virtual environment, whereas there is more reasoning and elaboration in those that were set up in a general one. We propose some explanations for this dissonance and we conclude that collaborative virtual environments are secondary aspects in accounting for deep exchanges of information. Therefore, there are many aspects that need to be taken into account to improve collaborative learning and knowledge building. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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