Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings

doi:10.1207/S15327809JLS1402_2

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Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings

Journal Article•DOI•

Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings

Nikol Rummel¹, Hans Spada•Institutions (1)

University of Freiburg¹

01 Apr 2005-The Journal of the Learning Sciences (Lawrence Erlbaum Associates, Inc.)-Vol. 14, Iss: 2, pp 201-241

TL;DR: This article developed two instructional approaches to improve collaboration in computer-mediated settings by promoting people's capabilities to collaborate in a fruitful way and furthering their understanding of what characterizes good collaboration.

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Abstract: Effective collaboration in computer-mediated settings among spatially distributed people is a precondition for success in many new learning and working contexts but it is hard to achieve. We have developed two instructional approaches to improve collaboration in such settings by promoting people's capabilities to collaborate in a fruitful way and furthering their understanding of what characterizes good collaboration. The rationale is that strategies necessary for a good and effective computer-mediated collaboration may be conveyed to people by exposing them to an elaborated worked-out collaboration example (observational learning) or by giving them the opportunity to learn from scripted collaborative problem-solving. An experimental study was conducted that compared learning from observing a worked-out collaboration example with the learning effects of scripted collaborative problem-solving, the effects of unscripted collaborative problem-solving, and a control condition without a learning phase. The exp...

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Journal Article•DOI•

Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities

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Michelene T. H. Chi¹•Institutions (1)

Arizona State University¹

01 Jan 2009-Topics in Cognitive Science

TL;DR: A framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes and generates a testable hypothesis for learning.

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Abstract: Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited.

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1,148 citations

Cites background from "Learning to Collaborate: An Instruc..."

...…students use simple sentence openers (Soller, Linton, Goodman, & Lesgold, 1999), posing questions with generic prompts (Chi, Bassok, Lewis, Reimann & Glaser, 1989), or following a more complicated set of scripted instructions (Rummel and Spada, 2005; Weinberger, Ertl, Fischer, & Mandl, 2005)....
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...Many studies do exist that have offered ways to script collaborative dialogues such as by having students use simple sentence openers (Soller, Linton, Goodman, & Lesgold, 1999), posing questions with generic prompts (Chi, Bassok, Lewis, Reimann & Glaser, 1989), or following a more complicated set of scripted instructions (Rummel and Spada, 2005; Weinberger, Ertl, Fischer, & Mandl, 2005)....
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Journal Article•DOI•

Technology in Support of Collaborative Learning

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Paul Resta¹, Thérèse Laferrière²•Institutions (2)

University of Texas at Austin¹, Laval University²

31 Jan 2007-Educational Psychology Review

TL;DR: This article reviewed the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education, focusing primarily on studies that use Internet-based technologies and social interaction analysis.

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Abstract: This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

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492 citations

Additional excerpts

...…like problem-based learning and project-based learning, have been associated with positive learning outcomes (Blumenfeld, Marx, Soloway, & Krajcik, 1996; Duisburg & Hoope, 1999; McManus & Aiken, 1995; Pearson, 2006; Rummel & Spada, 2005; Steinkuehler, Derry, Hmelo-Silver, & DelMacelle, 2002)....
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Journal Article•DOI•

Collaboration Scripts--A Conceptual Analysis.

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Ingo Kollar¹, Frank Fischer¹, Friedrich W. Hesse¹•Institutions (1)

Media Research Center¹

04 Oct 2006-Educational Psychology Review

TL;DR: As the analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition, a conceptual framework on script-based learning is presented that incorporates both external and internal collaboration scripts.

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Abstract: This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework on script-based learning that incorporates both external and internal collaboration scripts.

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455 citations

Cites background or methods from "Learning to Collaborate: An Instruc..."

...Especially in research on computer-supported collaborative learning (CSCL), such scaffolds have been called collaboration scripts (e.g., Dillenbourg, 2002; Rummel and Spada, 2005; Weinberger et al., 2005), and describe an instance of socio-cognitive structuring (Ertl et al., in press)....
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...Collaboration scripts have been used to structure both face-to-face (e.g., O’Donnell and Dansereau, 1992; Palincsar and Brown, 1984) and computer-mediated collaboration (e.g., Dillenbourg, 2002; Rummel and Spada, 2005; Weinberger et al., 2005)....
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Journal Article•DOI•

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

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Frank Fischer¹, Ingo Kollar¹, Karsten Stegmann¹, Christof Wecker¹•Institutions (1)

Ludwig Maximilian University of Munich¹

18 Jan 2013-Educational Psychologist

TL;DR: An outline of a script theory of guidance for computer-supported collaborative learning (CSCL) with its 4 types of components of internal and external scripts and 7 principles addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners.

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Abstract: This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions.

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381 citations

Cites background from "Learning to Collaborate: An Instruc..."

...Empirical support for the internal script induction principle (Principle 3) comes from a study by Rummel and Spada (2005) in which participants (N = 72) engaged in an unfamiliar CSCL practice (interdisciplinary work on patient cases between students of psychology and medicine) in a…...
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...One way to compensate for lacking or nonfunctional internal collaboration scripts is to provide collaborators with external collaboration scripts (King, 2007; Kollar, Fischer, & Hesse, 2006; Rummel & Spada, 2005; Weinberger et al., 2005) that guide individuals in a collaborative situation....
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...…studies on the effects of external collaboration scripts on processes and outcomes of learning (e.g., Hämäläinen, Oksanen, & Häkkinen, 2008; Rummel & Spada, 2005; Schellens, van Keer, De Wever, & Valcke, 2007; Stegmann, Weinberger, & Fischer, 2007), a coherent theoretical account…...
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Journal Article•DOI•

Computer-Supported Argumentation: A Review of the State of the Art

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Oliver Scheuer, Frank Loll¹, Niels Pinkwart¹, Bruce M. McLaren•Institutions (1)

Clausthal University of Technology¹

16 Jan 2010

TL;DR: This paper reviews the extensive literature on argumentation systems, both individual and collaborative, and both supportive and educational, with an eye toward particular aspects of the past work, and summarizes the “lessons learned” from this large and impressive body of work.

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Abstract: Argumentation is an important skill to learn. It is valuable not only in many professional contexts, such as the law, science, politics, and business, but also in everyday life. However, not many people are good arguers. In response to this, researchers and practitioners over the past 15–20 years have developed software tools both to support and teach argumentation. Some of these tools are used in individual fashion, to present students with the “rules” of argumentation in a particular domain and give them an opportunity to practice, while other tools are used in collaborative fashion, to facilitate communication and argumentation between multiple, and perhaps distant, participants. In this paper, we review the extensive literature on argumentation systems, both individual and collaborative, and both supportive and educational, with an eye toward particular aspects of the past work. More specifically, we review the types of argument representations that have been used, the various types of interaction design and ontologies that have been employed, and the system architecture issues that have been addressed. In addition, we discuss intelligent and automated features that have been imbued in past systems, such as automatically analyzing the quality of arguments and providing intelligent feedback to support and/or tutor argumentation. We also discuss a variety of empirical studies that have been done with argumentation systems, including, among other aspects, studies that have evaluated the effect of argument diagrams (e.g., textual versus graphical), different representations, and adaptive feedback on learning argumentation. Finally, we conclude by summarizing the “lessons learned” from this large and impressive body of work, particularly focusing on lessons for the CSCL research community and its ongoing efforts to develop computer-mediated collaborative argumentation systems.

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381 citations

Cites background from "Learning to Collaborate: An Instruc..."

...…and learn better when they first prepare themselves individually before joining a group discussion (Baker 2003; Schwarz and Glassner 2007; Rummel and Spada 2005), when they receive different background materials to make collaboration necessary for an optimal solution (e.g., Suthers et…...
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...group discussion (Baker 2003; Schwarz and Glassner 2007; Rummel and Spada 2005), when they receive different background materials to make collaboration necessary for an optimal solution (e....
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References

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Situated Learning: Legitimate Peripheral Participation

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Jeanne Lave, Etienne Wenger

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TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.

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Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

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43,846 citations

"Learning to Collaborate: An Instruc..." refers background in this paper

...We see a promising approach in following a situated learning perspective (Collins, Brown & Newman, 1989; Greeno and MMAP, 1998; Lave & Wenger, 1991) and introducing collaborators to the “craft of collaborating” by immersing them in a corresponding learning environment, in other words by involving…...
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TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.

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Abstract: I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.

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21,337 citations

"Learning to Collaborate: An Instruc..." refers methods in this paper

...Following the motivation theory of Deci and Ryan (1985), which identifies self-determination as a major constituent of motivation, cooperation scripts may cause motivational problems, because they often regulate the interaction in too strict a manner....
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Journal Article•DOI•

Social learning theory

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Albert Bandura¹•Institutions (1)

Stanford University¹

01 Jan 1977-Canadian Journal of Sociology-cahiers Canadiens De Sociologie

TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.

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Abstract: Una exploracion de los avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, y autoregulatorios.

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20,904 citations

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Intrinsic Motivation and Self-Determination in Human Behavior

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Karen A. Miller, Edward L. Deci, Richard M. Ryan

01 Mar 1988-Contemporary Sociology

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Journal Article•DOI•

A simplest systematics for the organization of turn-taking for conversation

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Harvey Sacks, Emanuel A. Schegloff, Gail Jefferson

01 Dec 1974-Language

TL;DR: Turn-taking is used for the ordering of moves in games, for allocating political office, for regulating traffic at intersections, for the servicing of customers at business establishments, and for talking in interviews, meetings, debates, ceremonies, conversations.

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Abstract: Publisher Summary Turn taking is used for the ordering of moves in games, for allocating political office, for regulating traffic at intersections, for the servicing of customers at business establishments, and for talking in interviews, meetings, debates, ceremonies, conversations. This chapter discusses the turn-taking system for conversation. On the basis of research using audio recordings of naturally occurring conversations, the chapter highlights the organization of turn taking for conversation and extracts some of the interest that organization has. The turn-taking system for conversation can be described in terms of two components and a set of rules. These two components are turn-constructional component and turn-constructional component. Turn-allocational techniques are distributed into two groups: (1) those in which next turn is allocated by current speaker selecting a next speaker and (2) those in which next turn is allocated by self-selection. The turn-taking rule-set provides for the localization of gap and overlap possibilities at transition-relevance places and their immediate environment, cleansing the rest of a turn's space of systematic bases for their possibility.

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10,944 citations