Discourse Analyses in Chat-based CSCL with Learning Protocols: Effects of Different Scripting Strategies
Michael Oehl, Mathias Wahl, Theodor Berwe, Hans-Ruediger Pfister, Leuphana University of Lueneburg, Germany
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The learning protocol approach implements collaboration scripts as automated discourse rules into a net-based learning environment to improve learning outcomes of chat-based learning groups. Previous work has shown that computer-supported collaborative learning (CSCL) with learning protocols can improve learning performance. In the present study, we investigated different cognitive scripting strategies as extention of the learning protocol approach with respect to their effect on knowledge acquisition and problem solving. Learning outcomes indicated that additional scripting structure is especially suitable for problem solving tasks. To explain these results and the effects of different scripting strategies with learning protocols more in depth we conducted discourse analyses of the learning discourses. CSCL with extended learning protocols seems to provide an effective compromise between the danger of overscripting and the need for enough scripting initiating purposeful discourses.
Oehl, M., Wahl, M., Berwe, T. & Pfister, H.R. (2010). Discourse Analyses in Chat-based CSCL with Learning Protocols: Effects of Different Scripting Strategies. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1555-1560). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
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