Abstract
Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly due to their ability to facilitate complex collaborative learning tasks. However, as in face-to-face communication, learners benefit further when they receive additional support for such learning tasks. This chapter provides an overview of two empirical studies that offer general insights regarding some effective and less effective ways to support collaborative learning with videoconferencing. The focus is on collaboration scripts that serve to provide task-specific support and content schemes that serve to pro-vide content-specific support. Based on the results of the two studies, conclusions can be drawn about the support measures for promoting learning. Conclusions can also be reached about the need for employing both content schemes and collaboration scripts to provide learners with the most benefit.
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., Langton, S., Newlands, A., Mullin, J., Fleming, A. M., & Van der Velden, J. (1997). The impact of VMC on collaborative problem solving: An analysis of task performance, communicative process, and user satisfaction. In K. E. Finn, A. J. Sellen, & S. Wilbur (Eds.), Video mediated communication (pp. 133–155). Mahwah, NJ: Erlbaum.
Anderson, J. R., Reder, L. M, & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5–11.
Baker, M, & Lund, K. (1997). Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, 175–193.
Bales, R. F. (1950). Interaction process analysis: A method for the study of small groups. Cambridge, MA: Addison-Wesley.
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.
Bruce, V. (1996). The role of the face in communication: Implications for videophone design. Interacting with Computers, 8, 166–176.
Bruhn, J. (2000). Förderung des kooperaliven Lernens über Computernelze. Prozess und Lernerfolg beim dyadischen Lernen mil Desktop-Videokonferenzen [Fostering cooperative learning in computer networks: Process and learning outcome in dyadic learning in desktop-videoconferencing]. Frankfurt am Main: Peter Lang.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32, 99–120.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Erlbaum.
Dillenbourg, P. (1999). What do you mean by’ collaborative learning’? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.
Dillenbourg, P., & Traum, D. (1999, January). Does a shared screen make a shared solution? Paper presented at the Conference on Computer Support for Collaborative Learning (CSCL), Stanford.
Doise, W., & Mugny, W. (1984). The social development of intellect. Oxford: Pergamon.
Ertl, B. (2003). Kooperatives Lernen in Videokonferenzen. Förderung von individuellem und gemeinsamem Lernerfolg durch external repräsentierte Strukturangebote [Cooperative learning in videoconferencing. Support of individual and cooperative learning outcomes by representational aids]. Doctoral thesis. Ludwig-Maximilian-University, Munich. Available at: http://edoc.ub.uni-muenchen.de/archive/00001227/01/Ertl_Bernhard_M.pdf.
Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47(3), 289–315
Ertl, B., Kopp, B., & Mandl, H. (in press). Fostering case based learning in videoconferencing. Journal of Educational Computing Research.
Ertl, B., Reiserer, M, & Mandl, H. (2005). Fostering collaborative learning in videoconferencing: The influence of content schemes and cooperation scripts on shared external representations and individual learning outcomes. Education, Communication & Information, 5, 147–166.
Finn, K. E., Sellen, A. J., & Wilbur, S. B. (Eds.). (1997). Video-mediated communication. Mahwah, NJ: Lawrence Erlbaum Associates.
Fischer, F., Bruhn, J., Gräsel, C, & Mandl, H. (2000). Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg [Collaborative knowledge construction. Analysis and facilitation in computer-supported collaborative scenarios]. Kognitionswissenschaft, 9, 5–16.
Fischer, F., Bruhn, J., Gräsel, C, & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213–232.
Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5–17.
Heider, F. (1958), The psychology of interpersonal relations. New York: Wiley.
Hertz-Lazarowitz, R., Kirkus, V. B., & Miller, N. (1992). Implications of current research on cooperative interaction for classroom application. In R, Hertz-Lazarowitz (Ed.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 253–280). New York, NY: Cambridge University Press.
Isaacs, E. A., & Tang, J. C. (1997). Studying video-based collaboration in context: From small workgroups to large organizations. In K. E. Finn, A. J. Sellen, & S. Wilbur (Eds.), Video mediated communication (pp. 173–197). Mahwah, NJ: Erlbaum.
Jeong, H., & Chi, M. T. H. (1999). Construction of shared knowledge during collaborative Learning. Paper presented at the AERA Annual Meeting, Montreal.
Joiner, R., Scanlon, E., O’Shea, T., Smith, R. B., & Blake, C. (2002). Synchronous collaboration support for adults evidence from a series of experiments on videomediated collaboration: Does eye contact matter? In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 371–378). Proceedings of the conference on Computer Support for Collaborative Learning (CSCL) 2002, Boulder, CO. Hillsdale: Erlbaum.
Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28, 107–128.
Kopp, B. (2005). Effekte schematheoretischer Unterstützung auf Argumentation und Lernerfolg beim kooperativen Lernen in Videokonferenzen [Effects of schemata on argumentation and learning outcomes in videoconferencing]. Berlin: Logos.
Kopp, B., Ertl, B., & Mandl, H. (2004). Fostering cooperative case-based learning in video-conferencing: Effects of content schemes and cooperation scripts. In P. Gerjets, P. Kirschner, J. Elen, & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (CD-ROM). Tuebingen: Knowledge Media Research Center.
Kotovsky, K., & Fallside, D. (1989). Representation and transfer in problem solving. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 69–108). Hillsdale, NJ: Erlbaum.
Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248–294.
Kuhn, D., Weinstock, M., & Flaton, R. (1994). Historical reasoning as theory-evidence coordination. In M. Carretero & J. F. Voss (Eds.), Cognitive and Instructional Processes in History and the Social Sciences (pp. 377–401). Hillsdale, NJ: Lawrence Erlbaum Associates.
Lambiotte, J. G., Dansereau, D. F., O’Donnell, A. M., Young, M. D., Skaggs, L. P., & Hall, R. H. (1988). Effects of cooperative script manipulations on initial learning and transfer. Cognition and Instruction, 5, 103–121.
Larkin, J. H. (1989). Display-based problem solving. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 319–341). Hillsdale, NJ: Erlbaum.
Leitão, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332–360.
Nastasi, B. K., & Clements, D. H. (1992). Social-cognitive behaviours and higher-order thinking in educational computer environments. Learning and Instruction, 2, 215–238.
O’Connaill, B., Whittaker, S., & Wilbur, S. (1993). Conversations over video conferences: An evaluation of the spoken aspects of video-mediated communication. Human Computer Interaction, 8, 389–428.
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). New York, NY: Cambridge University Press.
O’Donnell, A. M., & Dansereau, D. F. (2000). Interactive effects of prior knowledge and material format on cooperative teaching. Journal of Experimental Education, 68, 101–118.
O’Donnell, A. M., & King, A. (Eds.). (1999). Cognitive perspectives on peer learning. Mahwah, NJ: Erlbaum.
Pächter, M. (2003). Wissenskommunikation, Kooperation und Lernen in virtuellen Gruppen [Knowledge communication, cooperation and learning in virtual groups]. Lengerich: Pabst.
Palincsar, A. S., & Brown, A. L, (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
Piaget, J. (1932). The moral judgment of the child. London: Routledge & Kegan Paul.
Reiserer, M. (2003). Peer-Teaching in Videokonferenzen. Effekte niedrig-und hoch-strukturierter Kooperationsskripte auf Lernprozess und Lernerfolg [Peer-teaching in videoconferencing. Effects of low-and high structured cooperation scripts on learning process and learning outcomes]. Berlin: Logos.
Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist. 31, 115–121.
Roschelle, J., & Teasley, S. D, (1995). The construction of shared knowledge in collaborative problem solving. In C, O’Malley (Ed.), Computer Supported Collaborative Learning. (pp. 69–97). Berlin: Springer.
Rosenshine, B., & Meister, C. (1992). The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies. Educational Leadership, 26–33.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479–530.
Rosenshine, B., Meister, C, & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181–221.
Salomon, G. (1992). Effects with and of computers and the study of computer-based learning environments. In E. De Corte, M, C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 249–263). Berlin: Springer.
Salomon, G. (1998). Novel constructivist learning environments: Some issues to be concerned with. Research Dialogue in Learning and Instruction, 1, 2–12.
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13, 89–99.
Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1–24.
Scarr, S. (1984). Individuelle Erfahrungsunterschiede: Anlage-und Umwelteinwirkungen auf die Entwicklung des Kindes. In W. E. Fthenakis (Ed.), Tendenzen der Frühpädagogik (pp. 233–225). Düsseldorf: Schwann.
Schank, R. C, & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Erlbaum.
Slavin, R. E. (1995). Cooperative learning: Theory, research and practice. Needham Heights, MA: Allyn & Bacon.
Slotta, J. D., & Linn, M. C. (2000). The knowledge integration environment: Helping students use the internet effectively. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs, for technologies of learning (pp. 193–226). Mahwah, NJ: Erlbaum.
Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753–766.
Suthers, D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7, 254–277.
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.), Procedings of the First European Conference on Computer-Supported Collaborative Learning (euroCSCL) (pp. 577–584). Maastricht: McLuhan Institute.
Suthers, D. D., & Hundhausen, C, D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. The Journal of the Learning Sciences, 12, 183–218.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21–39.
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner (Ed.), Handbook of educational psychology (pp. 841–873). New York, NY: Macmillan.
Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21, 179–217.
Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18, 87–122.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Ertl, B., Kopp, B., Mandl, H. (2007). Supporting Collaborative Learning in Videoconferencing Using Collaboration Scripts and Content Schemes. In: Fischer, F., Kollar, I., Mandl, H., Haake, J.M. (eds) Scripting Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-36949-5_13
Download citation
DOI: https://doi.org/10.1007/978-0-387-36949-5_13
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-36947-1
Online ISBN: 978-0-387-36949-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)