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Scripting collaboration in web-based collaborative inquiry in face-to-face classroom settings

Annelies Raes UGent, Tammy Schellens UGent and Bram De Wever UGent (2012) Conference Computer-Supported Inquiry Learning, Abstracts.
abstract
The aim of this study is to investigate the effects of providing a collaboration script on the quality of collaboration and on students’ learning performances during and after Web-based Inquiry Learning through a quasi-experimental design. A web-based collaborative inquiry project was implemented in 12 secondary school classes involving 206 students. Six classes were provided with a collaboration script embedded in the Web-based project, six classes were not provided with this collaboration script. A mixed-methods approach is used in which both quantitative and qualitative sources of evidence are triangulated. The quantitative part of the study focuses on the multilevel analyses performed on the total dataset to model and predict students’ learning achievement and students’ self-reported quality of their collaboration processes. The qualitative part focuses on the in-depth analyses of the observed quality of the collaborative processes based on a subset of the dataset (32 dyads). The collaboration script implemented in this study is based on the framework of Kobbe et al. (2007) and particularly focuses on roles and the mechanisms of task distribution and sequencing. The assessment of the process of collaboration is based on the rating scheme presented by Meier, Spada and Rummel (2007). The rating scheme takes into account nine dimensions of collaboration, i.e. sustaining mutual understanding, dialogue management, information pooling, reaching consensus, task division, time management, technical coordination, reciprocal interaction, and individual task orientation. Preliminary analyses reveal some significant effects of a collaboration script on the self-assessed quality of collaboration. Yet, the collaboration script doesn’t result in better group performances and individual learning outcomes. The results of the qualitative collaborative process analyses will help to increase our understanding of when and why a collaboration script is helpful. References: Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53(4), 1207-1217.  Cress, U. (2008). The need for considering multilevel analysis in CSCL research-An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84.  Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. Computer Supported Collaborative Learning, 2, 211-223.  Lazonder, A. W. (2005). Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes. British Journal of Educational Technology, 36(3), 465-475.  Meier, A., Spada, H., & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning, 2(1), 63-86.  Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14(2), 201-241.  Slotta, J. D., & Linn, M. C. (2009). WISE Science, Web-Based Inquiry in the Classroom. New York: Teachers College Press.  Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia, 46(1), 19-37.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
published
subject
keyword
scripting, Collaboration, web-based inquiry, mixed-methods
in
Conference Computer-Supported Inquiry Learning, Abstracts
conference name
Conference Computer-Supported Inquiry Learning (EARLI SIG 20)
conference location
Bochum, Germany
conference start
2012-08-22
conference end
2012-08-24
language
English
UGent publication?
yes
classification
C3
id
2983077
handle
http://hdl.handle.net/1854/LU-2983077
date created
2012-09-06 18:00:47
date last changed
2012-09-07 13:37:26
@inproceedings{2983077,
  abstract     = {The aim of this study is to investigate the effects of providing a collaboration script on the quality of collaboration and on students{\textquoteright} learning performances during and after Web-based Inquiry Learning through a quasi-experimental design. A web-based collaborative inquiry project was implemented in 12 secondary school classes involving 206 students. Six classes were provided with a collaboration script embedded in the Web-based project, six classes were not provided with this collaboration script. A mixed-methods approach is used in which both quantitative and qualitative sources of evidence are triangulated. The quantitative part of the study focuses on the multilevel analyses performed on the total dataset to model and predict students{\textquoteright} learning achievement and students{\textquoteright} self-reported quality of their collaboration processes. The qualitative part focuses on the in-depth analyses of the observed quality of the collaborative processes based on a subset of the dataset (32 dyads). The collaboration script implemented in this study is based on the framework of Kobbe et al. (2007) and particularly focuses on roles and the mechanisms of task distribution and sequencing. The assessment of the process of collaboration is based on the rating scheme presented by Meier, Spada and Rummel (2007). The rating scheme takes into account nine dimensions of collaboration, i.e. sustaining mutual understanding, dialogue management, information pooling, reaching consensus, task division, time management, technical coordination, reciprocal interaction, and individual task orientation. Preliminary analyses reveal some significant effects of a collaboration script on the self-assessed quality of collaboration. Yet, the collaboration script doesn{\textquoteright}t result in better group performances and individual learning outcomes. The results of the qualitative collaborative process analyses will help to increase our understanding of when and why a collaboration script is helpful. References: Brand-Gruwel, S., Wopereis, I., \& Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers \& Education, 53(4), 1207-1217. \unmatched{f0a7} Cress, U. (2008). The need for considering multilevel analysis in CSCL research-An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84. \unmatched{f0a7} Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., H{\"a}m{\"a}l{\"a}inen, R., H{\"a}kkinen, P., \& Fischer, F. (2007). Specifying computer-supported collaboration scripts. Computer Supported Collaborative Learning, 2, 211-223. \unmatched{f0a7} Lazonder, A. W. (2005). Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes. British Journal of Educational Technology, 36(3), 465-475. \unmatched{f0a7} Meier, A., Spada, H., \& Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning, 2(1), 63-86. \unmatched{f0a7} Rummel, N., \& Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14(2), 201-241. \unmatched{f0a7} Slotta, J. D., \& Linn, M. C. (2009). WISE Science, Web-Based Inquiry in the Classroom. New York: Teachers College Press. \unmatched{f0a7} Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., \& Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia, 46(1), 19-37.},
  author       = {Raes, Annelies and Schellens, Tammy and De Wever, Bram},
  booktitle    = {Conference Computer-Supported Inquiry Learning, Abstracts},
  keyword      = {scripting,Collaboration,web-based inquiry,mixed-methods},
  language     = {eng},
  location     = {Bochum, Germany},
  title        = {Scripting collaboration in web-based collaborative inquiry in face-to-face classroom settings},
  year         = {2012},
}

Chicago
Raes, Annelies, Tammy Schellens, and Bram De Wever. 2012. “Scripting Collaboration in Web-based Collaborative Inquiry in Face-to-face Classroom Settings.” In Conference Computer-Supported Inquiry Learning, Abstracts.
APA
Raes, Annelies, Schellens, T., & De Wever, B. (2012). Scripting collaboration in web-based collaborative inquiry in face-to-face classroom settings. Conference Computer-Supported Inquiry Learning, Abstracts. Presented at the Conference Computer-Supported Inquiry Learning (EARLI SIG 20).
Vancouver
1.
Raes A, Schellens T, De Wever B. Scripting collaboration in web-based collaborative inquiry in face-to-face classroom settings. Conference Computer-Supported Inquiry Learning, Abstracts. 2012.
MLA
Raes, Annelies, Tammy Schellens, and Bram De Wever. “Scripting Collaboration in Web-based Collaborative Inquiry in Face-to-face Classroom Settings.” Conference Computer-Supported Inquiry Learning, Abstracts. 2012. Print.