The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment
Abstract: This study examined the effects of scripting learners’ use of two types of representational tools (i.e., causal and simulation) on their online collaborative problem-solving. Scripting sequenced the phase-related part-task demands and made them explicit. This entailed (1) defining the prob...
| Publicado en: | Computers in Human Behavior Vol. 28; no. 4; pp. 1478 - 1490 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Elsevier B.V.
Jul2012
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=74662184&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 74662184 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Jul2012 vid: 28 iid: 4 pid: 2410 pub: Elsevier B.V. artinfo: ui: 74662184 10.1016/j.chb.2012.03.011 ppf: 1478 ppct: 12 formats: tig: atl: The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment aug: au: Slof, Bert Erkens, Gijsbert Kirschner, Paul A. affil: University of Groningen, P.O. Box 800, 9700 AV Groningen, The Netherlands Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands su: Learning Computer simulation Problem solving Cognitive ability Theory of knowledge Alternative education Interprofessional relations Teams in the workplace Domain-specific programming languages Collaborative learning Computers in education Experimental design Learning strategies sug: subj: Learning Computer simulation Problem solving Cognitive ability Theory of knowledge Alternative education Interprofessional relations Teams in the workplace Domain-specific programming languages Collaborative learning Computers in education Experimental design Learning strategies keyword: Complex learning-tasks Computer supported collaborative learning Coordination processes External representations Representational scripting Complex learning-tasks Computer supported collaborative learning Coordination processes External representations Representational scripting ab: Abstract: This study examined the effects of scripting learners’ use of two types of representational tools (i.e., causal and simulation) on their online collaborative problem-solving. Scripting sequenced the phase-related part-task demands and made them explicit. This entailed (1) defining the problem and proposing multiple solutions (i.e., problem-solution) and (2) evaluating solutions and coming to a definitive solution (i.e., solution-evaluation). The causal tool was hypothesized to be best suited for problem solution and the simulation tool for solution evaluation. Teams of learners in four experimental conditions carried out the part-tasks in a predefined order, but differed in the tools they received. Teams in the causal-only and simulation-only conditions received either a causal or a simulation tool for both part-tasks. Teams in the causal-simulation and simulation-causal conditions received both tools in suited and unsuited order respectively. Results revealed that teams using the tool suited to each part-task constructed more task appropriate representations and were better able to share and negotiate knowledge. As a consequence, they performed better on the complex learning-task. Although all learners individually gained more domain knowledge, no differences were obtained between conditions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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