The impact of script coercion in computer-supported collaboration: A case study on learning benefits when technology makes learners' thinking processes explicit

Pantelis M. Papadopoulos*, Stavros N. Demetriadis

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)

Abstract

This study presents how the degree of script coercion can affect the learning outcome in a setting for computer-supported collaborative learning. In the study, 42 junior students majoring in Informatics were randomly assigned into two study conditions: High Coercion (n=22), and Low Coercion (n=20). Initially, students worked individually, studying material and answering ill-structured problems on the Software Project Management domain in a technology-enhanced learning environment. Next, students worked in pairs reviewing each other's answers, following a review microscript. Eventually, the students had to collaborate and agree on a final common answer. Post-test result analysis showed that students obligated to submit their review comments as deliverables back into the learning environment (High Coercion) far surpassed those for whom review submission as deliverables was optional. This outcome is in line with studies emphasizing that learning is improved when technology tools require that learners make their thinking explicit.

Original languageEnglish
Title of host publicationProceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Pages560-564
Number of pages5
DOIs
Publication statusPublished - 8 Oct 2012
Externally publishedYes
Event12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 - Rome, Italy
Duration: 4 Jul 20126 Jul 2012
Conference number: 12

Conference

Conference12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Abbreviated titleICALT
CountryItaly
CityRome
Period4/07/126/07/12

Keywords

  • CSCL
  • peer review
  • script coercion
  • scripted collaboration
  • technology-enhanced learning

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