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ERIC Number: EJ904356
Record Type: Journal
Publication Date: 2011-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Effects of Face-to-Face versus Chat Communication on Performance in a Collaborative Inquiry Modeling Task
Sins, Patrick H. M.; Savelsbergh, Elwin R.; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M.
Computers & Education, v56 n2 p379-387 Feb 2011
In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat versus face-to-face communication on performance within a collaborative computer-supported modeling task. 44 Students from 11th-grade pre-university education, working in dyads, were observed during modeling. Dyads communicated either face-to-face or through a chat tool. Students' reasoning during modeling was assessed by analyzing verbal protocols. In addition, we assessed the quality of student-built models. Results show that while model quality scores did not differ across both conditions, students communicating through chat compressed their interactions resulting in less time spent on surface reasoning, whereas students who communicated face-to-face spent significantly more time on surface reasoning. (Contains 3 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A