The role of scaffolding and motivation in CSCL

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk; Lygo‐Baker, Simon; Segers, Mien; Gijselaers, Wim

doi:10.1016/j.compedu.2012.04.010

Cited by 127 publications

(94 citation statements)

References 51 publications

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“…taskrelated discourse), their experience of perceived competence is enhanced by receiving positive feedback from others on their discussion postings (Liu et al, 2011). In contrast, based upon our previous research published elsewhere (Rienties, Giesbers, et al, 2012;Rienties et al, 2009), we expect that controloriented learners will perceive a lack of external reinforcements in online settings and therefore in time will contribute less to cognitive discourse.…”

Section: Why Would Autonomous and Control-oriented Learners Develop Dmentioning

confidence: 83%

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Rienties

Tempelaar

Giesbers

et al. 2012

Interactive Learning Environments

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Abstract:A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online PBL environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse.In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners.Data was gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop

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Section: Why Would Autonomous and Control-oriented Learners Develop Dmentioning

confidence: 83%

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Rienties

Tempelaar

Giesbers

et al. 2012

Interactive Learning Environments

Self Cite

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“…Future research should focus on experimental manipulations of the moderator variables. In particular, because the optimal script level is likely to be highly dependent on the learners' prior internal scripts (Fischer et al 2013), future research should track the effectiveness of CSCL scripts at different script levels in relation to the learners' prior internal scripts (Kollar et al 2007;Rienties et al 2012). Furthermore, the studies included in this meta-analysis only rarely report data on the actual degree of transactivity of the learners' collaborative activities (Jeong and Joung 2007;Noroozi et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…This drawback, in turn, might potentially lead to reduced or even negative effects of CSCL scripts on learning outcomes, sometimes called Bover-scripting^ (Dillenbourg 2002). However, for learners with collaboration skills that are not yet fully developed in all of their components, CSCL scripts that provide less structure might not be effective for learning because they do not explicitly specify the activities that are functional for learning (Rienties et al 2012;Stegmann, Mu, Gehlen-Baum, and Fischer 2011). To what extent a CSCL script structures the collaboration can be approximately operationalized by the script level that the CSCL script mainly focuses.…”

Section: Potential Moderators Of the Effectiveness Of Cscl Scriptsmentioning

confidence: 99%

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner's reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners' internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.Keywords Collaboration scripts . Collaboration skills . Computer-supported collaborative learning . Domain-specific knowledge . Socio-cognitive scaffolding . TransactivityResearch on computer-supported collaborative learning (CSCL) deals with the question how digital technologies can be used to help groups of learners collaborate on a high level Educ Psychol Rev (2017) University of Augsburg, Universitätsstr. 10, 86159 Augsburg, Germany (Koschmann 1996). A high level of collaboration is reached when groups of learners engage in certain socio-cognitive activities such as explaining (Webb et al. 2009), questioning (King 1998), or arguing (Andriessen, Baker, andSuthers 2003). Through an engagement in such activities, students are assumed to acquire both domain-specific knowledge (i.e., knowledge about the topic that is discussed within the group) and cross-domain skills such as collaboration skills or argumentation skills. In short, collaborative learning is credited for its high potential to facilitate learners' cognitive development (Mugny and Doise 1978;Schwarz and Linchevski 2007). However, as prior research on collaborative learning-both in face-to-face and in computer-mediated settings-has shown, learners often have difficulties engaging spontaneously in beneficial collaborative learning activities (Cohen 1994;Kuhn, Shaw, and Felton 1997). In this article, the term Bunstructured collaboration^is used to refer to such situations in which learners are not supported with respect to their collaborative learning activities.To overcome these problems, learners can be supported by means of socio-cognitive scaffolding that guides them through collaborative activities that enhance learning. In computer-supported lea...

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“…With the progress of new era, e-PBL (PBL joins the IT technology) is used as a powerful tool to simulate the dangerous or expensive projects and provide scaffolding assist students learning [17][18]. However, without good platform, the previous cases cannot be properly stored and reused, and the achievement cannot be easily assessed.…”

Section: E-pblmentioning

confidence: 99%

Applying an e-PBL Platform to Develop a Storytelling-Based Arithmetic Card Game

Tseng

2016

MATEC Web of Conferences

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Abstract. Mathematics is a very important learning subject. Mathematical knowledge can be learned by traditional or distance learning, but the mathematical problem solving ability is hard to improve without experiences through practice. Therefore, developing an interesting learning game to enhance students' problem solving ability is the major concern in this paper. Since the storytelling strategy has been proved to be useful to enhance the students thinking ability, we develop a storytelling-based arithmetic card game to encourage and guide students to speak out their thinking process of problem solving, where the e-Project-Based Learning (e-PBL) platform has been applied to brainstorm the characteristics of the game and construct the storytelling script. Thus, the misconceptions can be easily diagnosed. To evaluate the performance of our approach, 40 5-grade primary school students have participated in the storytelling-based arithmetic card game experiment. The experimental result shows that the storytelling-based learning can enhance the mathematical problem solving ability via playing the game.

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The role of scaffolding and motivation in CSCL

Cited by 127 publications

References 51 publications

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

Applying an e-PBL Platform to Develop a Storytelling-Based Arithmetic Card Game

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