Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning
TLDR
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.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.read more
Citations
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New Frontiers: Regulating Learning in CSCL.
Sanna Järvelä,Allyson F. Hadwin +1 more
TL;DR: The role of regulatory processes in collaborative learning and how CSCL environments can be used for shared regulation of learning are examined and two strands of seemingly diverse research are illuminated that lay an important foundation for supporting and researching regulation in CSCL contexts.
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Where is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative
Dragan Gašević,Vitomir Kovanović,Vitomir Kovanović,Srećko Joksimović,Srećko Joksimović,George Siemens +5 more
TL;DR: The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria.
Journal ArticleDOI
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
Sanna Järvelä,Paul A. Kirschner,Ernesto Panadero,Jonna Malmberg,Chris Phielix,Jos Jaspers,Marieke Koivuniemi,Hanna Järvenoja +7 more
TL;DR: Three design principles for supporting socially shared regulation of learning are introduced: increasing learner awareness of their own and others’ learning processes, supporting externalization of one’s own andOthers’Learning process and helping to share and interact, and prompting acquisition and activation of regulatory processes.
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From Cognitive Load Theory to Collaborative Cognitive Load Theory
TL;DR: It is illustrated how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
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Motivation as a Lens to Understand Online Learners: Toward Data-Driven Design with the OLEI Scale
René F. Kizilcec,Emily Schneider +1 more
TL;DR: The OLEI scale, a 13-item questionnaire derived from open-ended responses to capture learners' authentic perspectives, found that each motivation predicted key behavioral outcomes for learners, and proposed multiple design directions to meet these needs.
References
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Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
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