Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes
ARTICLE
Kati Mäkitalo-Siegl, Carmen Kohnle, Frank Fischer
Learning and Instruction Volume 21, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. The results showed that the structure of the classroom script substantially affects patterns of student help-seeking and learning gain in the classroom. Overall, students in the high-structured classroom-script condition sought less help but learnt more than those in the low-structured classroom-script condition.
Citation
Mäkitalo-Siegl, K., Kohnle, C. & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257-266. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/52899/.
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Keywords
Cited By
View References & Citations Map-
Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning
Gaoxia Zhu, Ontario Institute for Studies in Education, Canada; Wanli Xing, Department of Educational Psychology & Leadership, United States; Vitaliy Popov, Jacobs Institute for Innovation in Education, United States
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 51–61
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Help-Seekers and Help-Providers in MOOCs
Hedieh Najafi, Carol Rolheiser, Laurie Harrison & Will Heikoop, University of Toronto, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1476–1485
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