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

Heimbuch, Sven; Ollesch, Lisa; Bodemer, Daniel

doi:10.1007/s11412-018-9283-0

Cited by 16 publications

(10 citation statements)

References 56 publications

(73 reference statements)

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“…In this light, scripting has been applied in various ways, and previous studies have indicated that the collaborative writing process can be facilitated by dividing it into particular phases and assigning students tasks or roles related to each phase in order to support the creation of a jointly written document (e.g. De Wever et al 2015;Heimbuch et al 2018). Additionally, scripting can be used to specify the roles that students are expected to adopt during collaboration processes or to trigger the roles that are relevant for high-level learning activities (e.g.…”

Section: Scripting As a Methods To Promote Students' Collaborationmentioning

confidence: 99%

Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

Heinonen

Grez

Hämäläinen

et al. 2020

RPTEL

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A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their shared writing process within these groups, all students were introduced to a four-phase simultaneous sequential integrating construction script (SSCIS). Then, data from the students’ reflection notes on the collaborative writing process were analysed. The thematic analysis revealed that over half of the students highlighted how the introduced script provided them with appropriate support for the writing process; therefore, they used a script-based collaborative writing approach (52%). However, almost as many students (48%) viewed the script as inadequate or even impeding their accomplishment of the mutual writing task; therefore, they chose to deviate from it. In this group of students decided not to follow script-based writing engaged in the collective writing approach (32%), characterised as free form compared to sequential script-based writing. Other students opted for the separate writing approach (16%), leading them to divide the writing assignment into single parts among the group members and to compose the text without authentic collaboration. By focusing on students’ individual reflections, the findings of our study suggest that to enhance script-based learning processes, it is essential to provide guidance for the implementation of the script, additional content-related support or tailored choices.

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Section: Scripting As a Methods To Promote Students' Collaborationmentioning

confidence: 99%

Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

Heinonen

Grez

Hämäläinen

et al. 2020

RPTEL

View full text Add to dashboard Cite

show abstract

“…In wikis, the behavioral challenge involves both contributing to filling the article with content and creating this content collaboratively and with adequate discussion. For this purpose, the discussion forum is suitable for exchanging opinions on the article topic before actual editing (Heimbuch et al, 2018). However, there is not always the willingness to exchange opinions in such environments Kreijns et al, 2013).…”

Section: Behavioral Challengementioning

confidence: 99%

“…Our study focuses on supporting the exchange in wiki discussion forums before article editing. It has already been shown that social interaction before actual article editing can be beneficial for both behavioral and cognitive outcomes (Heimbuch et al, 2018), leading to articles with fewer mistakes and enhanced learning potentials.…”

Section: Behavioral Challengementioning

confidence: 99%

“…Bodemer et al (2018), cognitive GATs show positive effects on both internalization and externalization tasks as outcome variables. These range from objective measures, such as individual knowledge gains (e.g., Gijlers & de Jong, 2009) and collaborative wiki article quality (Heimbuch et al, 2018), to subjective measures like partner knowledge assessment (e.g., Sangin et al, 2011). However, desirable effects on outcome variables cannot be shown across all studies in this field, especially in relation to the findings on learning outcomes (Bodemer et al, 2018).…”

Section: Selection Preference Based On Learning and Supporting Goalsmentioning

confidence: 99%

“…Moreover, it is necessary to encourage wiki users to actively produce content. This is not only important for collection purposes but can also have positive effects on cognitive processes, especially when change intentions are discussed in detail in the underlying wiki discussion forum (Heimbuch et al, 2018). Nevertheless, using such platforms also poses challenges (Hadwin et al, 2018), such as the facilitation of selecting meaningful content that is conducive to learning (cognitive challenge) and the stimulation of active content production/contributions (behavioral challenge).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis

Ollesch

Heimbuch

Bodemer

2021

Intern. J. Comput.-Support. Collab. Learn

Self Cite

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Group awareness (GA) tools can facilitate learning processes and outcomes by visualizing different social attributes, such as cognitive and behavioral information about group members. To assist learning and writing in social media, combining various types of awareness information may foster learning processes due to challenges, which are difficult to address by one type of GA information alone. The systematic investigation of GA tool combinations is largely unexplored with GA information often being examined separately or intermixed. To reveal both positive and negative (interaction) effects of providing different types of GA information, we conducted a 2 × 2 between-subjects experiment with N = 158 participants. Learners were provided with a wiki learning environment and, except for the control condition, different types of GA tools involving cognitive (knowledge bars) and/or behavioral (participation bars) GA information. GA tool effects were considered at wiki selection, discussion, and article levels. Eye-tracking was used for investigating the attentional effect of the GA visualizations. The results show that both types of GA information have effects on individuals’ selection preference, more strongly with the goal to learn new content than to support other wiki collaborators, which were introduced as within goal scenarios. Also, participants provided with behavioral GA support were more engaged in wiki contributions. However, only the combination of cognitive and behavioral GA information, rather than their separate visualization, had a positive effect on resulting article quality. This highlights the need for a holistic perspective when developing GA tools to improve wiki processes and outcomes.

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Facilitating Cross-Cultural Collaborative Learning Through Collaboration Scripts: A Case Study

Zheng

2021

Lecture Notes in Educational Technology

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

Cited by 16 publications

References 56 publications

Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis

Facilitating Cross-Cultural Collaborative Learning Through Collaboration Scripts: A Case Study

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