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Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?

Tammy Schellens UGent, Hilde Van Keer UGent, Bram De Wever UGent and Martin Valcke UGent (2007) INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2(2-3). p.225-246
abstract
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting - namely the assignment of roles to group members - on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics - differences between the consecutive discussion themes - appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
GROUP-PERFORMANCE, ROLE ASSIGNMENT, IMPACT, SATISFACTION, PATTERNS, ONLINE, METHODOLOGICAL ISSUES, Scripting, MULTILEVEL ANALYSIS, Asynchronous discussion groups, Computer-supported collaborative learning, Higher education, Online learning
journal title
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
Int. J. Comp.-Support. Collab. Learn.
volume
2
issue
2-3
pages
225 - 246
Web of Science type
Article
Web of Science id
000207460700006
ISSN
1556-1607
DOI
10.1007/s11412-007-9016-2
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:205310
VABB type
VABB-1
id
424522
handle
http://hdl.handle.net/1854/LU-424522
date created
2008-06-30 13:37:00
date last changed
2016-12-19 15:44:54
@article{424522,
  abstract     = {This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting - namely the assignment of roles to group members - on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics - differences between the consecutive discussion themes - appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.},
  author       = {Schellens, Tammy and Van Keer, Hilde and De Wever, Bram and Valcke, Martin},
  issn         = {1556-1607},
  journal      = {INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING},
  keyword      = {GROUP-PERFORMANCE,ROLE ASSIGNMENT,IMPACT,SATISFACTION,PATTERNS,ONLINE,METHODOLOGICAL ISSUES,Scripting,MULTILEVEL ANALYSIS,Asynchronous discussion groups,Computer-supported collaborative learning,Higher education,Online learning},
  language     = {eng},
  number       = {2-3},
  pages        = {225--246},
  title        = {Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?},
  url          = {http://dx.doi.org/10.1007/s11412-007-9016-2},
  volume       = {2},
  year         = {2007},
}

Chicago
Schellens, Tammy, Hilde Van Keer, Bram De Wever, and Martin Valcke. 2007. “Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?” International Journal of Computer-supported Collaborative Learning 2 (2-3): 225–246.
APA
Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups? INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING, 2(2-3), 225–246.
Vancouver
1.
Schellens T, Van Keer H, De Wever B, Valcke M. Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups? INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2007;2(2-3):225–46.
MLA
Schellens, Tammy, Hilde Van Keer, Bram De Wever, et al. “Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?” INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING 2.2-3 (2007): 225–246. Print.