Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

Research output: Contribution to journalArticleAcademicpeer-review

3 Downloads (Pure)

Abstract

New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

Original languageEnglish
Pages (from-to)53-76
Number of pages24
JournalInternational journal of computer-supported collaborative learning
Volume14
Issue number1
DOIs
Publication statusPublished - 4 Mar 2019

Fingerprint

Knowledge acquisition
knowledge acquisition
Students
instruction
student
chat
Electricity
electricity
learning environment

Keywords

  • UT-Hybrid-D
  • Collaboration reflection tool
  • Collaborative learning
  • Inquiry learning
  • Collaboration instruction

Cite this

@article{93a1173f82b34b42928a2a583223e993,
title = "Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection",
abstract = "New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.",
keywords = "UT-Hybrid-D, Collaboration reflection tool, Collaborative learning, Inquiry learning, Collaboration instruction",
author = "Eshuis, {Elise H.} and {ter Vrugte}, Judith and Anjo Anjewierden and Lars Bollen and Jakob Sikken and {de Jong}, Ton",
note = "Springer deal",
year = "2019",
month = "3",
day = "4",
doi = "10.1007/s11412-019-09296-0",
language = "English",
volume = "14",
pages = "53--76",
journal = "International journal of computer-supported collaborative learning",
issn = "1556-1615",
publisher = "Springer",
number = "1",

}

TY - JOUR

T1 - Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

AU - Eshuis, Elise H.

AU - ter Vrugte, Judith

AU - Anjewierden, Anjo

AU - Bollen, Lars

AU - Sikken, Jakob

AU - de Jong, Ton

N1 - Springer deal

PY - 2019/3/4

Y1 - 2019/3/4

N2 - New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

AB - New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

KW - UT-Hybrid-D

KW - Collaboration reflection tool

KW - Collaborative learning

KW - Inquiry learning

KW - Collaboration instruction

UR - http://www.scopus.com/inward/record.url?scp=85062772996&partnerID=8YFLogxK

U2 - 10.1007/s11412-019-09296-0

DO - 10.1007/s11412-019-09296-0

M3 - Article

VL - 14

SP - 53

EP - 76

JO - International journal of computer-supported collaborative learning

JF - International journal of computer-supported collaborative learning

SN - 1556-1615

IS - 1

ER -