Learning by Explaining: Fostering Collaborative Progressive Discourse in Science

Coleman, Elaine B.

doi:10.1007/978-3-642-57827-4_9

Cited by 12 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unfortunately, numerous studies indicate that the desired effects often fail to emerge. For instance, research indicates that not all group members are actively engaged in the discussions (e.g., Ellis 2001;Hara et al 2000;Graham et al 1999;Salomon and Globerson 1989) or that the content of the group discussions remains superficial (e.g., Coleman 1995;Vonderwell 2003). These deficits can result from features of the individual students or of the group they belong to, but can also be due to the unique character of the task.…”

Section: Theoretical Backgroundmentioning

confidence: 97%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

View full text Add to dashboard Cite

This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting -namely the assignment of roles to group members -on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics -differences between the consecutive discussion themes -appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 97%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

View full text Add to dashboard Cite

show abstract

“…Numerous studies indicate that the desired effects often fail to emerge. Research for instance indicates that not all group members are actively engaged in the discussions (Salomon & Globerson, 1989) or that the content of the group discussions remains superficial (Coleman, 1995;Linn & Burbules, 1993). Reasons for these deficits can result from characteristics of the individual students or from characteristics of the group but can also be because of the unique character of the task.…”

Section: Theoretical Framework Of the Present Studymentioning

confidence: 99%

The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups

Schellens¹,

Keer²,

Valcke

2005

Small Group Research

View full text Add to dashboard Cite

The present research studied the effect of learning in asynchronous discussion groups on students' levels of knowledge construction. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand and the specific effect of the assignment of roles to group members on other hand. Results indicate that students'attitudes toward the learning environment and their engagement in the discussion group are significant predictors. As to the effect of role assignment, no significant overall difference in students' mean levels of knowledge construction between the role and no role condition was observed. However, additional analyses revealed that (a) the distribution patterns of the levels of knowledge construction differed as students in the role condition more often reached the highest level, and (b) assigning students the role of summarizer resulted in significantly higher levels of knowledge construction.

show abstract

“…Various studies have indicated that collaboration can improve the quality of the learning process and its learning outcomes (e.g. Coleman 1995; Van der Linden et al. 2000).…”

Section: Introductionmentioning

confidence: 99%

Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments

Gijlers

Saab

Joolingen

et al. 2009

Computer Assisted Learning

View full text Add to dashboard Cite

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the reanalysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display interindividual differences between students' opinions resulted primarily in quick consensusbuilding activities.jca_302 252..267

show abstract

Learning by Explaining: Fostering Collaborative Progressive Discourse in Science

Cited by 12 publications

References 13 publications

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups

Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments

Contact Info

Product

Resources

About