ERIC Number: EJ966877
Record Type: Journal
Publication Date: 2012-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0360-1315
EISSN: N/A
Peer-Monitoring vs. Micro-Script Fading for Enhancing Knowledge Acquisition when Learning in Computer-Supported Argumentation Environments
Bouyias, Yannis; Demetriadis, Stavros
Computers & Education, v59 n2 p236-249 Sep 2012
Research on computer-supported collaborative learning (CSCL) has strongly emphasized the value of providing student support with micro-scripts, which should withdraw (fade-out) allowing students to practice the acquired skills. However, research on fading shows conflicting results and some researchers suggest that the impact of fading is enhanced when the peer-monitoring technique is additionally implemented. This study investigates the effectiveness of micro-script fading in computer-supported argumentation activity in contrast to the peer-monitoring technique, as a means to enhance students' learning outcomes. Thirty four (34) students collaborated remotely in dyads (in lab conditions) on a task guided by a micro-script for argumentation. The dyads were divided in (a) the control group (with continuous script support); (b) the fading group (with the script fading-out after some student posts), and (c) the peer-monitoring group (with continuous script support and with prompts that students monitor their peer contributions). Students in the peer-monitoring group outperformed those in both the control group and the fading group in domain-specific knowledge acquisition post-test items. Overall, this study provides evidence that enriching argumentation scripts with the peer-monitoring technique can substantially improve learning outcomes, while simply fading-out the micro-script does not seem to improve student learning in any aspect. (Contains 8 tables and 4 figures.)
Descriptors: Control Groups, Persuasive Discourse, Cooperative Learning, Learning Strategies, Computer Software, Instructional Design, Computer Uses in Education, Experimental Groups, Pretests Posttests, Comparative Analysis, Instructional Effectiveness, Educational Strategies, Intelligent Tutoring Systems
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A