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 |
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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 |
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Abbreviated title | CSCL |
Country/Territory | Greece |
City | Rhodes |
Period | 8/06/09 → 13/06/09 |
Internet address |