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

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

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 proceeding › Conference contribution › Academic

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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 language	English
Title of host publication	Computer Supported Collaborative Learning Practices
Subtitle of host publication	CSCL2009 Conference Proceedings
Editors	C. O'Malley, D. Suthers, P. Reimann, A. Dimitracopoulou
Place of Publication	Rhodes
Publisher	International Society of the Learning Sciences (ISLS)
Pages	123-131
Publication status	Published - 2009
Event	8th International Conference on Computer Supported Collaborative Learning, CSCL 2009 - University of the Aegean, Rhodes, Greece Duration: 8 Jun 2009 → 13 Jun 2009 Conference number: 8 https://www.isls.org/cscl/2009/

Conference

Conference	8th International Conference on Computer Supported Collaborative Learning, CSCL 2009
Abbreviated title	CSCL
Country/Territory	Greece
City	Rhodes
Period	8/06/09 → 13/06/09
Internet address	https://www.isls.org/cscl/2009/

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Anjewierden, A., Gijlers, H., Kolloffel, B., Saab, N., & de Hoog, R. (2009). Examining the relation between domain-related communication and collaborative inquiry learning. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 123-131). International Society of the Learning Sciences (ISLS).

Anjewierden, Anjo ; Gijlers, Hannie ; Kolloffel, Bas et al. / Examining the relation between domain-related communication and collaborative inquiry learning. Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings. editor / C. O'Malley ; D. Suthers ; P. Reimann ; A. Dimitracopoulou. Rhodes : International Society of the Learning Sciences (ISLS), 2009. pp. 123-131

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title = "Examining the relation between domain-related communication and collaborative inquiry learning.",

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.",

author = "Anjo Anjewierden and Hannie Gijlers and Bas Kolloffel and Nadira Saab and {de Hoog}, Robert",

year = "2009",

language = "English",

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booktitle = "Computer Supported Collaborative Learning Practices",

publisher = "International Society of the Learning Sciences (ISLS)",

address = "United States",

note = "8th International Conference on Computer Supported Collaborative Learning, CSCL 2009, CSCL ; Conference date: 08-06-2009 Through 13-06-2009",

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Anjewierden, A, Gijlers, H, Kolloffel, B, Saab, N & de Hoog, R 2009, Examining the relation between domain-related communication and collaborative inquiry learning. in C O'Malley, D Suthers, P Reimann & A Dimitracopoulou (eds), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings. International Society of the Learning Sciences (ISLS), Rhodes, pp. 123-131, 8th International Conference on Computer Supported Collaborative Learning, CSCL 2009, Rhodes, Greece, 8/06/09.

Examining the relation between domain-related communication and collaborative inquiry learning. / Anjewierden, Anjo; Gijlers, Hannie; Kolloffel, Bas et al.
Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings. ed. / C. O'Malley; D. Suthers; P. Reimann; A. Dimitracopoulou. Rhodes: International Society of the Learning Sciences (ISLS), 2009. p. 123-131.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic

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T1 - Examining the relation between domain-related communication and collaborative inquiry learning.

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AU - Kolloffel, Bas

AU - Saab, Nadira

AU - de Hoog, Robert

N1 - Conference code: 8

PY - 2009

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N2 - 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.

AB - 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.

M3 - Conference contribution

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BT - Computer Supported Collaborative Learning Practices

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A2 - Dimitracopoulou, A.

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Anjewierden A, Gijlers H, Kolloffel B, Saab N, de Hoog R. Examining the relation between domain-related communication and collaborative inquiry learning. In O'Malley C, Suthers D, Reimann P, Dimitracopoulou A, editors, Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings. Rhodes: International Society of the Learning Sciences (ISLS). 2009. p. 123-131

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

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