You are here:

Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool
ARTICLE

, , ,

Internet and Higher Education Volume 12, Number 3, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Research in the field of computer supported collaborative learning stresses the need to foster the collaborative process in view of attaining optimal cognitive involvement of all participants, a higher level of metacognitive regulation and an increased level of affective involvement. The present study involved 80 third-year university students, enrolled in the educational sciences, in a quasi-experimental study to research the impact of a scripting approach to support their collaborative work in asynchronous online discussion groups. Students in the experimental condition were required to label all their contributions to the discussions using Bloom's taxonomy. The results point at a significant differential impact of this scripting approach: a higher level of cognitive processing was attained and students in the experimental condition mirrored a higher degree of metacognitive regulation in relation to planning, achieving clarity and monitoring. Lastly, the students in the experimental condition were more affectively involved. Given the two-week duration of the study, it is remarkable that the positive impact of the scripting approach was attained after this relatively short period of time.

Citation

Valcke, M., De Wever, B., Zhu, C. & Deed, C. (2009). Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool. Internet and Higher Education, 12(3), 165-172. Elsevier Ltd. Retrieved December 14, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2009.08.003

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.