How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Zahn, Carmen; Krauskopf, Karsten; Hesse, Friedrich W.; Pea, Roy

doi:10.1007/s11412-012-9145-0

Cited by 39 publications

(23 citation statements)

References 46 publications

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“…In this study, the application did not build in any capability to point out incorrect scientific facts or explanations for students. Additionally, to facilitate understanding of the dynam-ics of the argumentation process, researchers' intervention was intentionally minimal in this study (Asterhan, Schwarz, & Gil, 2012;White & Dinos, 2010;Zahn, Krauskopf, Hesse, & Pea, 2012). However, both researchers intervened in the process when the students were off-task or off-topic.…”

Section: Solar Teammentioning

confidence: 99%

A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills

Hsu

Dyke²,

Chen

et al. 2015

Computer Assisted Learning

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The purpose of this mixed‐methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project‐based learning environment that incorporated a graph‐oriented, computer‐assisted application (GOCAA). A total of 42 students comprised the treatment condition and were engaged in a project‐based learning environment that incorporated a GOCAA. Of these 42 students, 21 were located in the United States and 21 were located in Taiwan. A total of 26 students comprised the control condition and were engaged in a project‐based learning environment without the GOCAA. Of these 26 students, 15 were in the United States and 11 were in Taiwan. In each country, verbal collaborative argumentation was recorded and the students' post‐essays were collected. A one‐way analysis of variance (ANOVA) was conducted for each measure of science knowledge about alternative energies. The results showed a significant treatment effect for the outcome of scientific explanation among U.S. students, while among Taiwanese students, a significant treatment effect on scientific facts was observed. A one‐way ANOVA was additionally conducted for each measure of argumentation skills and a significant treatment effect on counterarguments and rebuttals was observed among the U.S. students, while in Taiwan, a significant treatment effect on reasoning and rebuttals was observed. A qualitative analysis was conducted to examine how the GOCAA supported students' development of argumentation skills in different countries. This study found distinct argumentation patterns between the U.S. and Taiwanese intervention teams. Additionally, a distinct gender difference in the use of evidence and division of labour was noted when the Taiwanese teams were compared with the U.S. teams, which may be explained by cultural differences. This study concluded that, in both the United States and Taiwan, a project‐based learning environment incorporating a GOCAA was effective in improving students' science knowledge and developing their scientific argumentation skills.

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Section: Solar Teammentioning

confidence: 99%

A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills

Hsu

Dyke²,

Chen

et al. 2015

Computer Assisted Learning

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show abstract

“…One speculation is that the difference between these two types of guidance approaches may not have been operationalized in a sufficiently salient manner to result in a noticeable difference in student participation. It may have been that both social and cognitive approaches are needed to tailor to different learners' needs and learning contexts, as prior research often suggested incongruent results in different learning tasks and environments (Zahn et al, 2012). Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either type of guidance approach.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on small group collaborative learning suggested the critical role of effective social interaction in social learning processes and outcomes (Nastasi & Clements, 1991;O'Donnell & O'Kelly, 1994). In an experimental study where middle school students' performance and learning were examined, researchers found that social-interaction-related guidance was more effective than cognitive-task-related guidance in terms of learning outcomes of achieving history knowledge and skills (Zahn, Krauskopf, Hesse, & Pea, 2012).…”

Section: Research On Instructional Guidancementioning

confidence: 99%

Delving into the Specificity of Instructional Guidance in Social Media-supported Learning Environments

Luo

2018

JITE:IIP

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Aim/PurposeThis study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning. BackgroundDespite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts.

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“…For example, Race (2013) reports that students have a tendency to switch off mentally if an instructor's assistance provides them all the answers. In a similar vein, Zahn, Krauskopf, Hesse, and Pea (2012) state that students can feel overwhelmed or become bored by an instructor's extensive instructions before they really start doing anything.…”

Section: Faded Instructor-led Attention Guidancementioning

confidence: 99%

“…From a design science perspective, this finding underscores the effectiveness of the IT artifact at hand. If the instructor's voice had been more directly and more strongly present by actively taking part in the discussion itself, that may still have had such a subduing effect (see Race, 2013 andZahn et al, 2012, for such findings).…”

Section: Rq1mentioning

confidence: 99%

Instructor versus Peer Attention Guidance in Online Learning Conversations

Eryilmaz¹,

Thoms²,

Mary³

et al. 2015

THCI

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Abstract:This paper reports a theory-driven experimental study for designing and evaluating two different forms of attention-guidance functionalities integrated into an anchored-discussion system. Using social constructivism as a motivating theory, we constructed a theoretical framework that emphasizes the importance of students' attention allocation in online learning conversations and its influence on message quality and interaction patterns. The development of the functionalities, named faded instructor-led and peer-oriented attention guidance, aimed to direct students' attention toward instructional materials' central domain principles while offering them an open learning environment in which they could choose their own topics and express their own ideas. We evaluated the functionalities with heat map analysis, repeated measures general linear model analysis, and sequence analysis to assess the utility of the developed functionalities. Results show that attention guidance helped students more properly allocate their attention in online learning conversations. Furthermore, we found that the improved attention allocation led to better quality of students' online learning conversations. We discuss implications for researchers and practitioners who wish to promote more fruitful online discussions.

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How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Cited by 39 publications

References 46 publications

A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills

A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills

Delving into the Specificity of Instructional Guidance in Social Media-supported Learning Environments

Instructor versus Peer Attention Guidance in Online Learning Conversations

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