ERIC Number: EJ881971
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: 0
Scripting a Distance-Learning University Course: Do Students Benefit from Net-Based Scripted Collaboration?
Haake, Joerg M.; Pfister, Hans-Rudiger
International Journal of Computer-Supported Collaborative Learning, v5 n2 p191-210 Jun 2010
This study reports findings from an experimental field study of scripted collaboration for net-based learning in the context of a one-semester university course on operating systems. In scripted collaboration, activities of learners are coordinated and guided according to particular rules, implemented via respective tools in the learning environment. Forty-two distributed groups of three students collaborated on five successive assignments employing the virtual learning environment CURE. Three collaborative tasks--brainstorming, clustering, and essay writing--were implemented as scripts with dedicated tools guiding the net-based collaborative process. Half of the groups collaborated via scripted task versions, and, as a control, half of the groups performed the tasks in a non-scripted manner. No general advantage of scripting was found concerning acquisition of knowledge; nor was overscripting observed. Collaborative scripting appears to be neither generally advantageous nor disadvantageous, but highly contingent on the particular content and task under consideration. Results suggest that scripting might be slightly more supportive in more complex tasks such as essay writing, in contrast to undemanding tasks such as brainstorming.
Descriptors: Brainstorming, Distance Education, Computer Science Education, Field Studies, Assignments, Experimental Groups, Control Groups, Learning Strategies, Educational Strategies, College Students, College Instruction, Instructional Effectiveness, Cooperative Learning, Computer Assisted Instruction, Electronic Learning, Computer Mediated Communication, Web Based Instruction, Essays, Collaborative Writing
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A