Comparing effects of two collaboration scripts on learning activities for wiki-based environments

Heimbuch, Sven; Ollesch, Lisa; Bodemer, Daniel

doi:10.31234/osf.io/wzebm

Cited by 3 publications

(5 citation statements)

References 3 publications

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“…Therefore, it is also necessary to calculate the length of the opinions expressed by the participants. The length of any participant (a) expressing an opinion can be considered as: (5) where is denoted as the length of opinions published by participant a at time t. and the total opinion length W is: (6) where k is the number of individuals in the group. The participation of participants can be estimated by the sum of the relative proportions of their participation to the total number of participants and the relative proportions of the total number of words (its variation with rounds is shown in Figure 1):…”

Section: Participation Analysismentioning

confidence: 99%

“…An educational practice in which students form learning groups and learn through social interaction via computers or the Internet [3].CSCL can take place in classroom or online learning environments and can be synchronous or asynchronous [4]. However, there are still many substantial problems with collaborative learning [5]. For example, learners have uneven participation in the learning process, lack of deep interaction, and biased support tools.…”

Section: Introductionmentioning

confidence: 99%

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Visualization of computer-supported collaborative learning models in the context of multimodal data analysis

Mei¹,

Chen²,

Li³

et al. 2023

3C Empresa

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Deep learning evaluation is a new direction formed by the intersection of multiple domains, and the core issue is how to visualize collaborative learning models to motivate learners. Therefore, this paper realizes real-time knowledge sharing and facilitates learners' interaction through computer-supported collaborative learning (CSCL) technology. In this paper, we collect, label, and analyze data based on five modalities: brain, behavior, cognition, environment, and technology. In this paper, a computer-supported collaborative learning process analysis model is developed under the threshold of multimodal data analysis. The model is based on roles and CSCL for intelligent network collaboration. This paper designs and develops an interactive visualization tool to support online collaborative learning process analysis. In addition, this paper conducts a practical study in an online classroom. The results show that the model and the tool can be effectively used for online collaborative learning process analysis, and the test model results fit well. The entropy index of the test model took a value of about 0.85, and about less than 10% of the individuals were assigned to the wrong profile. During the test, the participation of participants gradually increased from 5% to about 25%, and the participation effect improved by about 80%. This indicates the strong applicability value of the computer-supported collaborative learning process analysis model under the multimodal data analysis perspective.

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Section: Participation Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Visualization of computer-supported collaborative learning models in the context of multimodal data analysis

Mei¹,

Chen²,

Li³

et al. 2023

3C Empresa

View full text Add to dashboard Cite

show abstract

“…Building upon the positive results of our previous experimental studies, distinct kinds of implicit and explicit guidance implementations for wiki-based learning environment have already been analysed ( Heimbuch & Bodemer, 2014 ; Heimbuch, Uhde & Bodemer, 2014 ; Heimbuch & Bodemer, 2015a ; Heimbuch & Bodemer, 2015c ; Heimbuch & Bodemer, 2016 ; Heimbuch, Ollesch & Bodemer, 2016 ; Heimbuch & Bodemer, 2017 ). Both kinds of guidance (implicit and explicit) showed several positive effects on knowledge test scores and wiki contribution quality as well as potentials for more purposeful interactions within the wiki environment.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…In our previous research in this area we have provided several indications that the Need for Cognitive Closure might have an impact on learning-related processes and outcomes ( Heimbuch & Bodemer, 2014 ; Heimbuch, Uhde & Bodemer, 2014 ; Heimbuch & Bodemer, 2016 ; Heimbuch, Ollesch & Bodemer, 2016 ; Heimbuch & Bodemer, 2017 ). To further support and extend on these findings a follow-up laboratory study was conducted to compare the effects of one implicit and one explicit guidance implementation for wiki environments in interaction with the individual Need for Cognitive Closure of learners.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

Heimbuch

Bodemer

2018

PeerJ

Self Cite

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One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article’s talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

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“…During the classroom, the online or in-person environments available for students to perform activities may not be adequate and involvement may not be sufficient. To minimize these scenarios, teacher mediation is essential, for that the teacher can use collaboration scripts with specific objectives or other techniques to promote the joint construction of knowledge (Heimbuch, Ollesch and Bodemer, 2018). However, the application of strategies to facilitate collaboration to mediate activities involves complex collaborative processes that may differ depending on the contextual factors in which the teacher may not have prior knowledge.…”

Section: Introductionmentioning

confidence: 99%

Regulation of Flipped Learning Activities in Programming

Gonçalves¹,

Ferreira²,

Campos³

et al. 2021

Int J Innov Educ Res

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Flipped Learning can contribute significantly to learning, however there is an under-utilization of conceptual structures of design in the flipped classroom, with regard to the incorporation of pedagogical methods to promote the activities to be performed by students. The pedagogical design of flipped classrooms needs to provide a model that details how to facilitate activities before, during and after classes. It is important to analyze the moment before the classroom, which involves self-regulation, during the classroom which involves processes related to interaction and collaboration and after the classroom, related to reflective processes. Developing and conducting a systematic review can contribute to an analysis of the current state of research on teacher facilitation in relation to student regulation in flipped learning related to teaching programming. The systematic review was carried out to identify all the research available on self-regulation and co-regulation by students during flipped learning in programming courses. The objective of this research is to identify and analyze relevant research related to the regulation and co-regulation of flipped learning activities in the teaching of programming, and to understand how the self-regulation and co-regulation of students has been approached to engage in activities before the classroom. class, collaboration and problem solving during classes and reflections after class. After a analysis of the articles listed by the systematic review, important gaps in the literature can be observed, such as the lack of approach to the three phases of flipped learning, regulation and co-regulation and all dimensions of regulation. Nor is there a theoretical framework based on processes and strategies of self and co-regulation for teaching computer programming. Thus, the present systematic review has significant relevance and highlights the need for studies that involve all elements of flipped learning in the teaching of programming.

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Comparing effects of two collaboration scripts on learning activities for wiki-based environments

Cited by 3 publications

References 3 publications

Visualization of computer-supported collaborative learning models in the context of multimodal data analysis

Visualization of computer-supported collaborative learning models in the context of multimodal data analysis

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

Regulation of Flipped Learning Activities in Programming

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