Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science
ARTICLE
Stavros Demetriadis, Tina Egerter, Frank Hanisch, Frank Fischer
Computer Science Education Volume 21, Number 1, ISSN 0899-3408
Abstract
This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems requiring both domain-specific and domain-general knowledge. The scripted groups carried out peer reviews of their draft solutions. Scripted group members spent more time developing their solutions and reported a higher subjective learning outcome than control group members. Scripted groups acquired also significant domain-general knowledge on peer reviewing; however, there were no substantial differences with respect to the acquisition of domain-specific knowledge (as compared to control groups). Overall, the study provides evidence that students in computer science can benefit from peer review-based scripted collaboration and acquire domain-general knowledge without any harm for domain-specific knowledge. The issue of why domain-specific knowledge was not also improved is discussed from various viewpoints. (Contains 1 note, 3 figures and 7 tables.)
Citation
Demetriadis, S., Egerter, T., Hanisch, F. & Fischer, F. (2011). Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science. Computer Science Education, 21(1), 29-56. Retrieved August 11, 2024 from https://www.learntechlib.org/p/109438/.
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View References & Citations Map-
Evaluating Computer-Supported Scripted Collaboration for Problem Solving in Statistics
Guan-Yu Lin, National Chung Cheng University, Taiwan
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2166–2170
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