Epistemic and social scripts in computer?supported collaborative learning

Abstract

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects. Keywords

Knowledge convergence in collaborative learning: Concepts and assessment

“…The following example of a discussion, which was supported by a specific computersupported cooperation script (see Weinberger, Ertl, Fischer, & Mandl, 2005) illustrates how knowledge is shared in asynchronous CSCL and coded by us (see Weinberger & Fischer, 2006 for coding rules; original discussion was in German). The discussion is about a specific problem case about a pupil who suffers from suboptimal attribution patterns of himself and his parents.…”

“…Table A1 presents a glossary of abbreviations and the overall outcomes of the discourse example in term of the knowledge level approach. ********************** Insert Table A1 about here ********************** The first message is sent by Lena at 10:12 am, enacting the role of case analyst as suggested by the script (see Weinberger et al, 2005). Overall, the Lena-Anna-dyad does not attain a high value in knowledge contribution equivalence, since Lena constructs more adequate concept-case relations in her role as a case Knowledge Convergence 30 analyst than Anna in her role as a constructive critic.…”

Desirable Characteristics of an Ideal Online Learning Environment

“…Of the four studies analyzed, three studies suggested that the existence of scaffolding to assist communication between groups that learn online does not have a direct significant enhancement over learning outcomes (Hron et al 2000;Choi et al, 2005;Ryan 2007). However, the study by Weinberger et al (2005) suggested the opposite.…”

“…On the other hand, Weinberger et al (2005) conducted a study which revealed positive results for learners who were provided with scaffolding. The authors developed two kinds of scaffolding: (1) social scaffolding organized in such a way that students communicate among each other via techniques like information gathering through asking crucial questions and (2) epistemic scripts that stated the manner in which learners should advance in an allocated assignment and assisted learners to address specific issues.…”

“…Desirable Characteristic 8: Scaffolding, the support given during the learning process which is tailored to the needs of the student, helps learners achieve their learning goals (Sawyer, 2006) and may result in enhanced test performance (Weinberger et al, 2005). An ideal OLE provides scaffolding for online learning.…”