NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925831
Record Type: Journal
Publication Date: 2011-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0360-1315
Examining the Relation between Domain-Related Communication and Collaborative Inquiry Learning
Anjewierden, Anjo; Gijlers, Hannie; Kolloffel, Bas; Saab, Nadira; de Hoog, Robert
Computers & Education, v57 n2 p1741-1748 Sep 2011
Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would expect that in a dyad learners with more domain-related contributions than their partners would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on domain-orientedness. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A