TY - JOUR
T1 - Emerging and scripted roles in computer-supported collaborative learning
AU - Strijbos, Jan-Willem
AU - Weinberger, Armin
PY - 2010
Y1 - 2010
N2 - Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g., a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners.
AB - Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g., a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners.
U2 - 10.1016/j.chb.2009.08.006
DO - 10.1016/j.chb.2009.08.006
M3 - Article
VL - 26
SP - 491
EP - 494
JO - Computers in human behavior
JF - Computers in human behavior
SN - 0747-5632
IS - 4
ER -