Article ID Journal Published Year Pages File Type
365666 Learning and Instruction 2011 14 Pages PDF
Abstract

This study examines the manner in which learners’ justifications for arguments are supported during collaborative task-solving in a virtual learning setting. In particular, it investigates the effects of a collaboration script and a content scheme on the learners’ ability to provide adequate justifications for arguments pertaining to collaborative and individual task solutions. Learners were asked to individually study a theory before working collaboratively on a task in triads via a videoconferencing system. Argument justification was measured with theoretical and task-specific information provided to justify task solutions. Results were the same for collaborative and individual task solutions: The collaboration script had a small effect on justifications with task-specific information while the content scheme had a larger effect on argument justification with theoretical and task-specific information. Thus, according to the specifics of the respective support method, learners applied a strategy for justifying their task solutions in collaboration and individually acquired this strategy.

► Collaboration scripts improve justifications with task-specific information. ► Content schemes foster justifications with theoretical and task-specific information. ► The effects are the same for both for collaborative and individual task solutions. ► The combination group achieves best results.

Related Topics
Social Sciences and Humanities Psychology Developmental and Educational Psychology
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