Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365666 | Learning and Instruction | 2011 | 14 Pages |
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.