Who benefits from a low versus high guidance CSCL script and why?
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| Title: | Who benefits from a low versus high guidance CSCL script and why? |
|---|---|
| Authors: | Mende, Stephan1, Proske, Antje1, Körndle, Hermann1, Narciss, Susanne1 |
| Source: | Instructional Science. Aug2017, Vol. 45 Issue 4, p439-468. 30p. |
| Subject Terms: | *Prior learning, *Project method in teaching, Computer-supported cooperative work, Scripts, Model of text comprehension (Communication) |
| Abstract: | Computer-supported collaborative learning (CSCL) scripts can foster learners' deep text comprehension. However, this depends on (a) the extent to which the learning activities targeted by a script promote deep text comprehension and (b) whether the guidance level provided by the script is adequate to induce the targeted learning activities effectively; both may be moderated by the learners' prior knowledge. Inspired by the ICAP framework (Chi and Wylie in Educ Psychol 49:219-243, 2014), we designed a low (LGS) and a high guidance script (HGS) to support learners in performing interactive activities. These activities include generating outputs that go beyond the text, while simultaneously referring to the co-learner. In an experiment, 88 undergraduates were assigned randomly to either the LGS or HGS condition. After reading a text paragraph, LGS participants thought about discussion points for the upcoming collaborative discussion, while HGS participants were (a) prompted to generate outputs individually that go beyond the text and (b) exchange them with their co-learner to provide information about the co-learner's comprehension state (awareness induction). Subsequently, dyads in both conditions discussed the paragraph in a chat to improve their text comprehension. Prior knowledge moderated the effect of the script guidance level on deep text comprehension: low prior knowledge learners benefitted from the HGS, whereas high prior knowledge learners profited from the LGS. Moderated mediation analyses revealed that these effects can be traced back to patterns of learning activities which differed regarding learners' prior knowledge. Based on these results, possible directions for future research on CSCL scripting and ICAP are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 124132454 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Who benefits from a low versus high guidance CSCL script and why? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mende%2C+Stephan%22">Mende, Stephan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Proske%2C+Antje%22">Proske, Antje</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Körndle%2C+Hermann%22">Körndle, Hermann</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Narciss%2C+Susanne%22">Narciss, Susanne</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Aug2017, Vol. 45 Issue 4, p439-468. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Computer-supported+cooperative+work%22">Computer-supported cooperative work</searchLink><br /><searchLink fieldCode="DE" term="%22Scripts%22">Scripts</searchLink><br /><searchLink fieldCode="DE" term="%22Model+of+text+comprehension+%28Communication%29%22">Model of text comprehension (Communication)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computer-supported collaborative learning (CSCL) scripts can foster learners' deep text comprehension. However, this depends on (a) the extent to which the learning activities targeted by a script promote deep text comprehension and (b) whether the guidance level provided by the script is adequate to induce the targeted learning activities effectively; both may be moderated by the learners' prior knowledge. Inspired by the ICAP framework (Chi and Wylie in Educ Psychol 49:219-243, 2014), we designed a low (LGS) and a high guidance script (HGS) to support learners in performing interactive activities. These activities include generating outputs that go beyond the text, while simultaneously referring to the co-learner. In an experiment, 88 undergraduates were assigned randomly to either the LGS or HGS condition. After reading a text paragraph, LGS participants thought about discussion points for the upcoming collaborative discussion, while HGS participants were (a) prompted to generate outputs individually that go beyond the text and (b) exchange them with their co-learner to provide information about the co-learner's comprehension state (awareness induction). Subsequently, dyads in both conditions discussed the paragraph in a chat to improve their text comprehension. Prior knowledge moderated the effect of the script guidance level on deep text comprehension: low prior knowledge learners benefitted from the HGS, whereas high prior knowledge learners profited from the LGS. Moderated mediation analyses revealed that these effects can be traced back to patterns of learning activities which differed regarding learners' prior knowledge. Based on these results, possible directions for future research on CSCL scripting and ICAP are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-017-9411-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 439 Subjects: – SubjectFull: Prior learning Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Computer-supported cooperative work Type: general – SubjectFull: Scripts Type: general – SubjectFull: Model of text comprehension (Communication) Type: general Titles: – TitleFull: Who benefits from a low versus high guidance CSCL script and why? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mende, Stephan – PersonEntity: Name: NameFull: Proske, Antje – PersonEntity: Name: NameFull: Körndle, Hermann – PersonEntity: Name: NameFull: Narciss, Susanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 45 – Type: issue Value: 4 Titles: – TitleFull: Instructional Science Type: main |
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