Comparing the effects of representational tools in collaborative and individual inquiry learning

Abstract

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one's domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students' attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students' inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulationbased learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students' inclination to use or not use specific formats.

Analysis of the acquisition of ICT competence in the area of graphic design at the university of santiago (Spain)

“…The information and communications technology has virtually covered all professions and education fields, generating an impact in recent years that has led to reorganize the methodologies employed in the universities, as now new skills and competencies are required, and they affect educators (Kolloffel, Eysink & Jong, 2011). ICT contributes to improving teaching providing creativity and innovation, because through them we move from a process of learning that is a routine and even monotonous to a process full of novelty and dynamism.…”

Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings

“…Some studies also used self-reported data on the amount of time students spent using the system (e.g., García-Martín & García-Sánchez, 2013;Hsu & Ching, 2013;Romero & Barbera, 2011), and this approach raises an additional set of reliability challenges (Winne & Jamieson-Noel, 2002). Finally, in laboratory settings, Guo, Wang, Moore, Liu, and Chen (2009) and Kolloffel, Eysink, and Jong (2011) measured time-on-task as the difference between the start and the end of an experimental learning activity.…”

Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment

“…However, to our knowledge, few studies have tried to compare the dyadic (face-to-face) and individual students' achievements in virtual environments designed for individual use. In this way, Kolloffel et al [4] have shown that collaborative learners outperform individuals regarding to a knowledge post-test after using environment with no special design for collaborative work. This result confirms that collaboration (even without special design for group work) fulfils a scaffolding function in learning and task solving.…”