Emerging and scripted roles in computer-supported collaborative learning

Jan-Willem Strijbos, Armin Weinberger

    Research output: Contribution to journalArticleAcademicpeer-review

    71 Citations (Scopus)

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)491-494
    JournalComputers in human behavior
    Volume26
    Issue number4
    DOIs
    Publication statusPublished - 2010

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