Abstract
In this chapter, a distinction is made between three concepts of scripting communication: 1) social roles as a non-deliberative, non-instructional form of scripting, 2) explicit and 3) implicit scripting. Both of the latter are forms used in instructional collaborative settings to influence and change behavior. As we established in a previous study, external representations both structure and constrain asynchronous expert-layperson communication (Bromme, Jucks, & Runde, 2005). According to Suthers (e.g., Suthers & Hundhausen, 2003), external representations guide discourses. Because shared external representations have the potential to influence learning and collaboration processes in a non-directive manner, we define the concept of representational guidance as implicit scripting. In the present study, we focused on the potential to support shared decision making when patients seek advice from medical doctors through the Internet. When communicating via computers, it is easy to make external representations available to both communication partners. Therefore, whether or not shared graphic representations function as an implicit script and have an impact on the communication content was tested empirically. Our main hypothesis is as follows: with a shared external representation in the background more specialist arguments are brought forward than without such a representation. In accordance with this hypothesis, we found that the external representation had a considerable influence on content selection during the discourse.
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Runde, A., Bromme, R., Jucks, R. (2007). Scripting in Net-Based Medical Consultation: The Impact of External Representations on Giving Advice and Explanations. 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_4
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DOI: https://doi.org/10.1007/978-0-387-36949-5_4
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