Examining the relation between domain-related communication and collaborative inquiry learning.

Anjo Anjewierden, Hannie Gijlers, Bas Kolloffel, Nadira Saab, Robert de Hoog

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademic

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    Abstract

    Research has suggested that providing elaborated explanations is often more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborate inquiry learning environment, we would expect that in a dyad the learner with more domain-related contributions than his partner would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on the expected cognitive effort to produce the messages. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.
    Original languageEnglish
    Title of host publicationComputer Supported Collaborative Learning Practices
    Subtitle of host publicationCSCL2009 Conference Proceedings
    EditorsC. O'Malley, D. Suthers, P. Reimann, A. Dimitracopoulou
    Place of PublicationRhodes
    PublisherInternational Society of the Learning Sciences (ISLS)
    Pages123-131
    Publication statusPublished - 2009
    Event8th International Conference on Computer Supported Collaborative Learning, CSCL 2009 - University of the Aegean, Rhodes, Greece
    Duration: 8 Jun 200913 Jun 2009
    Conference number: 8
    https://www.isls.org/cscl/2009/

    Conference

    Conference8th International Conference on Computer Supported Collaborative Learning, CSCL 2009
    Abbreviated titleCSCL
    Country/TerritoryGreece
    CityRhodes
    Period8/06/0913/06/09
    Internet address

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