Abstract
Collaborative knowledge construction in computer-mediated learning environments poses difficulties regarding what tasks learners work on and how learners interact with each other. Learners who collaboratively construct knowledge in computer-mediated learning environments sometimes construct inadequate conceptions of a subject and rashly build consensus regarding these conceptions. Collaborative learning tasks can be structured through cooperation scripts. It is unclear, how cooperation scripts could be designed for different tasks and different technologies for computer-mediated communication. In this chapter, two studies with a 2×2-design will be reported that applied social and epistemic cooperation scripts in computer-mediated learning environments based on web-based discussion boards and videoconferencing technologies. Results show that social cooperation scripts substantially foster the processes of collaborative knowledge construction as well as learning outcomes. Epistemic cooperation scripts facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcomes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, A. H., O'Malley, C., Doherty-Sneddon, G., Lanton, S., Newlands, A., Mullin, J., Fleming, A. M., & Van der Felden, J. (1997). The impact of VCM on collaborative problem solving: An analysis of task performance, communicative process, and user satisfaction. In K. E. Finn, A. J. Sellen, & S. B. Wilbur (Eds.), Video-mediated communication (pp. 51–74). Mahwah, NJ: Erlbaum.
Baker, M. & Lund, K. (1997). Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, 175–193.
Brooks, L. W. & Dansereau, D. F. (1983). Effects of structural schema training and text organization on expository prose processing. Journal of Educational Psychology, 75, 811–820.
Brown, A. L. & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction. Essays in the honour of Robert Glaser (pp. 393–451). Hillsdale: Erlbaum.
Clark, D., Weinberger, A., Jucks, R., Spitulnik, M, & Wallace, R. (2003). Designing effective science inquiry in text-based computer supported collaborative learning environments. International Journal of Educational Policy, Research & Practice, 4(1), 55–82.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.
Coleman, E. B. (1995). Learning by explaining: Fostering collaborative progressive discourse in science. In R. J. Beun, M. Baker, & M. Reiner (Eds.), Dialogue and instruction: Modeling interaction in intelligent tutoring systems (pp. 123–135). Berlin: Springer.
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61–91). Heerlen: Open Universiteit Nederland.
Dillenbourg, P. (1999). Introduction: What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), Collaborative Learning. Cognitive and computational approaches (pp. 1–19). Amsterdam: Pergamon.
Doise, W. (1990). System and metasystem in cognitive operations. In M. Carretero, M. L. Pope, P. R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction: European research in an international context (pp. 125–139). Elmsford, NY: Pergamon.
Doise, W. & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon Press.
Ertl, B., Reiserer, M. & Mandl, H. (2002). Kooperatives Lernen in Videokonferenzen [Cooperative learning in videoconferences], Unterrichtswissenschaft, 30, 339–356.
Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213–232.
Flores, F., Graves, M., Hartfield, B., & Winograd, T. (1988). Computer systems and the design of organizational interaction. ACM Trans. on Information Systems, 6(2), 153–172.
Geyken, A., Mandl, H., & Reiter, W. (1998). Selbstgesteuertes Lernen mit Tele-Tutoring [Self-guided learning through tele-tutoring]. In R. Schwarzer (Ed.), Multimedia und TeleLearning [Multimedia and telelearning] (pp. 181–196). Frankfurt am Main: Campus.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner (Ed.), Handbook of educational psychology (pp. 15–46). New York, NY: Macmillan.
Guzley, R. M., Avanzino, S. & Bor, A. (2001). Simulated Computer-Mediated / Video-Interactive Distance Learning: A Test of Motivation, Interaction Satisfaction, Delivery, Learning & Perceived Effectiveness. Journal of Computer Mediated Communication, 6.
Hogan, K., Nastasi, B. K., & Pressley, M. (2000). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and Instruction, 17(4), 379–432.
Hron, A., Hesse, F. W., Reinhard, P., & Picard, E. (1997). Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen [Structured cooperation in computer-supported collaborative learning]. Unterrichtswissenschaft, 25(1), 56–69.
Kiesler, S. (1992). Talking, teaching, and learning in network groups: Lessons from research. In A. Kaye (Ed.), Collaborative learning through computer conferencing. The Najaden Papers (pp. 147–165). Berlin: Springer.
King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 87–115). Mahwah, NJ: Lawrence Erlbaum Associates.
Larson, C. O., Dansereau, D. F., O'Donnell, A. M., Hytecker, V. I., Lambiotte, J. G., & Rocklin, T. R. (1985). Effects of metacognitive and elaborative activity on cooperative learning and transfer. Contemporary Educational Psychology, 10, 342–348.
Linn, M. & Burbules, N. C. (1993). Construction of knowledge and group learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 91–119). Washington, DC: American Association for the Advancement of Science (AAAS).
Mandl, H., Gruber, H., & Renkl, A. (1996). Communities of practice toward expertise: Social foundation of university instruction. In P. B. Baltes & U. Staudinger (Eds.), Interactive minds. Life-span perspectives on the social foundation of cognition (pp. 394–411). Cambridge: Cambridge University Press.
Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. D. (2002, April). Enhancing the quality of on-line discussions. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA.
O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 179–196). Mahwah, NJ: Erlbaum.
O'Donnell, A. M. & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interactions in cooperative groups. The theoretical anatomy of group learning (pp. 120–141). Cambridge, MA: Cambridge University Press.
O'Donnell, A. M., Dansereau, D. F., Hall, R. H., & Rocklin, T. R. (1987). Cognitive, social/affective, and metacognitive outcomes of scripted cooperative learning. Journal of Educational Psychology, 79(4), 431–437.
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117–175.
Reiser, B. J. (2002). Why scaffolding should sometimes make tasks more difficult for learners. Paper presented at the Computer Support for Collaborative Learning: Foundations for a CSCL Community, Boulder, CO.
Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479–630.
Salomon, G. & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13(1), 89–99.
Scardamalia, M. & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249–268). Mahwah, NJ: Erlbaum.
Scarr, S. & McCartney, K. (1983). How people make their own environments: A theory of genotype-environment effects. Child Development, 54, 424–435.
Slavin, R. E. (1996). Research for the future. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.
Slavin, R. E. (1995). Cooperative learning: theory, research, and practice (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Straus, S. G. & McGrath, J. E. (1994). Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology, 79(1), 87–97.
Suthers, D. D. & Hundhausen, C. D. (2001). Learning by constructing collaborative representations: An empirical comparison of three alternatives. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning (pp. 577–592). Maastricht, NL: University of Maastricht.
Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (pp. 361–384). Berlin: Springer.
Veerman, A. L. & Treasure-Jones, T. (1999). Software for problem solving through collaborative argumentation. In P. Coirier & J. E. B. Andriessen (Eds.), Foundations of argumentative text processing (pp. 203–230). Amsterdam: Amsterdam University Press.
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21–39.
Weinberger, A., Fischer, F., & Mandl, H. (2002). Fostering computer supported collaborative learning with cooperation scripts and scaffolds. Paper presented at the Conference on Computer Support for Collaborative Learning (CSCL), Boulder, USA.
Weinberger, A., Fischer, F., & Mandl, H. (2003). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Wirkungen von Kooperationsskripts auf den Erwerb anwendungsorientierten Wissens? [Collaborative knowledge construction in computer-mediated communication: Effects of cooperation scripts on acquisition of application-oriented knowledge]. Zeitschrift für Psychologie, 211(2), 86–97.
Weinberger, A. & Mandl, H. (2003). Computer-mediated knowledge communication. Special Issue: New Media in Education. Studies in Communication Sciences, 81–105.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., Mandl, H. (2005). Facilitating Collaborative Knowledge Construction in Computer-Mediated Learning Environments with Cooperation Scripts. In: Bromme, R., Hesse, F.W., Spada, H. (eds) Barriers and Biases in Computer-Mediated Knowledge Communication. Computer-Supported Collaborative Learning Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24319-4_2
Download citation
DOI: https://doi.org/10.1007/0-387-24319-4_2
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-24317-7
Online ISBN: 978-0-387-24319-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)