Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments

H. Gijlers (Corresponding Author), N. Saab, W.R. van Joolingen, Ton de Jong, B.H.A.M. van Hout-Wolters

    Research output: Contribution to journalArticleAcademicpeer-review

    34 Citations (Scopus)

    Abstract

    The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus‐building process, based on a re‐analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re‐analysis is that integration‐oriented consensus‐building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter‐individual differences between students' opinions resulted primarily in quick consensus‐building activities.
    Original languageEnglish
    Pages (from-to)252-267
    JournalJournal of computer assisted learning
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 2009

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    Scaffolds
    instruction
    Students
    interaction
    student
    learning process
    Display devices
    knowledge
    learning

    Keywords

    • Inquiry learning
    • Collaborative learning
    • Learning environments
    • Science education
    • Cognitive tools
    • CSCL

    Cite this

    @article{62eb050c28ac45f8bcea34717ab8752c,
    title = "Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments",
    abstract = "The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus‐building process, based on a re‐analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re‐analysis is that integration‐oriented consensus‐building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter‐individual differences between students' opinions resulted primarily in quick consensus‐building activities.",
    keywords = "Inquiry learning, Collaborative learning, Learning environments, Science education, Cognitive tools, CSCL",
    author = "H. Gijlers and N. Saab and {van Joolingen}, W.R. and {de Jong}, Ton and {van Hout-Wolters}, B.H.A.M.",
    year = "2009",
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    Interaction between tool and talk : how instruction and tools support consensus building in collaborative inquiry‐learning environments. / Gijlers, H. (Corresponding Author); Saab, N.; van Joolingen, W.R.; de Jong, Ton; van Hout-Wolters, B.H.A.M.

    In: Journal of computer assisted learning, Vol. 25, No. 3, 2009, p. 252-267.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - Interaction between tool and talk

    T2 - how instruction and tools support consensus building in collaborative inquiry‐learning environments

    AU - Gijlers, H.

    AU - Saab, N.

    AU - van Joolingen, W.R.

    AU - de Jong, Ton

    AU - van Hout-Wolters, B.H.A.M.

    PY - 2009

    Y1 - 2009

    N2 - The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus‐building process, based on a re‐analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re‐analysis is that integration‐oriented consensus‐building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter‐individual differences between students' opinions resulted primarily in quick consensus‐building activities.

    AB - The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus‐building process, based on a re‐analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re‐analysis is that integration‐oriented consensus‐building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter‐individual differences between students' opinions resulted primarily in quick consensus‐building activities.

    KW - Inquiry learning

    KW - Collaborative learning

    KW - Learning environments

    KW - Science education

    KW - Cognitive tools

    KW - CSCL

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    DO - 10.1111/j.1365-2729.2008.00302.x

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    JF - Journal of computer assisted learning

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