Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat

Communicative competence needed in today’s constructive learning environments both in virtual and physical classrooms requires most of all critical and argumentative thinking skills as well as abilities to use reciprocal and collaborative language. This study clarifies the quality of secondary school students’ collaboration in dyadic face-to-face and computer chat debates during argumentative discussions. The speech acts produced in 24 debates were first classified into either on-task or off-task categories. The on-task speech acts were then further classified into six collaborative and two non-collaborative categories. The students commonly presented questions and made requests for clarification or reactions as well as responded to issues put forward by their interlocutor. However, they seldom engaged in collaborative completion or recapitulated their arguments. The study suggests that while students appear to have the basic cognitive and social prerequisites for collaborative learning situations, in future they should be encouraged to collaboratively complete each others’ thoughts and recapitulate their own arguments.     

How students structure and relate argumentative knowledge when learning together with diagrams

When students learn together by discussing a topic, they sometimes are asked to construct an argumentative diagram. An argumentative diagram consists of boxes with arguments and arrows that relate these boxes. Constructing argumentative diagrams can be especially useful for structuring and relating argumentative knowledge. However, students do not always seem to use a diagram’s structure and relations to their benefit. To focus on structure and relations, 46 secondary school students were asked to either label the boxes in a diagram with argumentative labels such as ‘argument in favor’ and ‘rebuttal’, or to label the arrows with more causal labels such as ‘but’, and ‘because’. The students discussed two topics in dyads using a computer environment with chat and diagram. Then a post-test was given to assess their opinion and arguments. We found no difference between conditions in the extent to which students broadened and deepened their discussion. However, students who labeled the arrows contrasted subtopics more. The students who contrasted subtopics more showed better results on the post-test. Instruction and diagram design can thus influence students’ discussion, although the general results also show us that students need more instruction and reflection to optimally benefit from argumentative diagrams.     

Promoting and scaffolding argumentation through reflective asynchronous discussions

The purpose of this quasi-experimental study was to explore the impact of asynchronous discussion on the quality and complexity of college students’ arguments. Three different cohorts of students registered in a physical science course in 2009 Fall, 2010 Spring, and 2010 Fall semesters were briefly supported with scaffolding in class and then involved in argumentation about socio-scientific issues as take-home assignments. Each cohort was divided into an asynchronous online communication group and a paper–pencil group. The findings showed that very few students’ arguments from either group were rated low in quality levels of 1 or 2 on a five-scale level. Additional comparisons revealed that the asynchronous online communication group students slightly outperformed their counterparts in terms of mean quality level of arguments (effect sizes ranged from 0.25 to 0.35) and the frequency of rebuttals. The major finding is that after only one hour of scaffolding followed by the opportunity to practice argumentation at home, students’ argumentation skills were slightly better developed through reflective asynchronous online discussions about socio-scientific issues than through paper-pencil practice.     

Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels

This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message categories such as argument, evidence, critique, and explanation. Using the same message categories, another group inserted message labels directly into the subject headings to identify each message by category and increase the visibility of the arguments and challenges presented in debates. A control group received none of the above instructions and constraints. Students in the constraints-with-labels group were significantly less likely to (a) challenge other students, and (b) respond to challenges from other students. The label used to identify critiques might have discouraged students from posting critiques and shifted attention to posting more arguments, following up explanations with more explanations, and evidence with more evidence.     

The effect of moderator’s facilitative strategies on online synchronous discussions

Moderators play an important role within a computer supported collaborative learning environment, and thus facilitative strategies and communication technology are nowadays used to enhance students’ learning. This study proposed facilitative strategies as a guide for students’ learning, and explored the influence of these strategies on the students’ online synchronous discussion. A total of 331 senior high school students from eight computer classes in northern Taiwan were recruited to participate in this study. They were randomly assigned into an experimental condition, with the moderators’ facilitation to complete online learning tasks, and the control condition without moderators’ support. To fulfill the goal of the research, four strategies—helping students focus on the main topic, facilitating students’ making argumentation, giving students positive feedback, and helping students sustain threaded discussion—were adopted to facilitate the online synchronous discussion in the experimental condition. According to the results of the content analysis, four group discussion patterns were revealed, including collaboration, centralization, partial contribution, and non-interaction. The findings suggest that the moderator helped enhance the collaboration pattern and increase the online participation rate. In addition, it was found that the strategies of helping students focus on the main topic and giving students positive feedback were frequently employed.     

Are digital natives a myth or reality? University students’ use of digital technologies

This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.     

Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments

This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning.     

Development and evaluation of multimedia whiteboard system for improving mathematical problem solving

This study developed a web-based multimedia whiteboard system to help students learning with mathematical problem solving. The purpose is to promote a new online mathematical learning model that students not only use electronic whiteboard to write down their mathematical problem solving solutions but also use voice recording tool to give oral explanations about their thinking behind the solutions. To cultivate students’ critical thinking capability and encourage collaborative peer learning, the new learning model also requests students to criticize others’ solutions and reply to others’ arguments. With the multimedia supporting tools, students can communicate easily with each other about what they think and how they solve mathematical problems. We have conducted an experiment with sixth grade primary school students for evaluation. After the experiment, a questionnaire about students’ attitude toward the multimedia whiteboard system for math learning was then held. The results show that students were satisfied with the use of the multimedia whiteboard system for helping them with learning fractional division. Most students were interested in studying mathematics with the multimedia whiteboard system and thought this tool is particularly useful for doing collaborative learning. After analyzing the recorded solving processes and discussions content of students, we found that the performance of female students was superior to male students in communications and mathematical problem solving. Additionally, students with higher final exam grades had better mathematical abilities for doing critiques, arguments and communications.     

Comparison of teaching and learning outcomes between video-linked,web-based,and classroom tutorials: An innovative international study of profession education in physical therapy

The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL + WB), web-based tutorials only (WB), and conventional classroom tutorials (C). Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL + WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students’ learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students.     

Learning science via animated movies: Its effect on students’ thinking and motivation

Some researchers claim that animations may hinder students’ meaningful learning or evoke misunderstandings. In order to examine these assertions, our study investigated the effect of animated movies on students’ learning outcomes and motivation to learn. Applying the quantitative methodology, two pre- and post-questionnaires were administered: Science thinking skills and Motivation to learn science. Students’ overall achievement in science was examined by their report card scores. The research population (N = 1335) was divided into experimental (N = 926) and control (N = 409) groups from 11 elementary schools. Findings indicated that the use of animated movies promoted students’ explanation ability and their understanding of scientific concepts. Findings also indicated that students who studied science with the use of animated movies developed higher motivation to learn science, in terms of: self-efficacy, interest and enjoyment, connection to daily life, and importance to their future, compared to the control students. Following the definition of multimedia, the students who study with the use of animated movies, applied all three learning styles: visual, auditory and kinesthetic. The use of multimedia and the fact that the students were engaged in exploring new concepts, that were relevant to their daily life experiences, can explain the positive results.     

Performance evaluation of an online argumentation learning assistance agent

Recent research indicated that students’ ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the literature addressed the issue of automatically assessing the student’s argumentation quality, and the teaching load of the teacher that used the online argumentation support environments is not alleviated. In this work, an intelligent argumentation assessment system based on machine learning techniques for computer supported cooperative learning is proposed. Learners’ arguments on discussion board were examined by using argumentation element sequence to detect whether the learners address the expected discussion issues and to determine the argumentation skill level achieved by the learner. Learners are first assigned to heterogeneous groups based on their responses to the learning styles questionnaire given right before the beginning of learning activities on the e-learning platform. A feedback rule construction mechanism is used to issue feedback messages to the learners in case the argumentation assessment system detects that the learners go in a biased direction. The Moodle, an open source software e-learning platform, was used to establish the cooperative learning environment for this study. The experimental results exhibit that the proposed work is effective in classifying and improving student’s argumentation level and assisting the students in learning the core concepts taught at a natural science course on the elementary school level.     

Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge

Tangible technologies and shared interfaces create new paradigms for mediating collaboration through dynamic, synchronous environments, where action is as important as speech for participating and contributing to the activity. However, interaction with shared interfaces has been shown to be inherently susceptible to peer interference, potentially hindering productive forms of collaborative learning. Making learners effectively engage in processes of argumentative co-construction of knowledge is challenging in such exploratory learning environments. This paper adapts the social modes dimension of Weinberger and Fischer’s (Computers and Education 46(1):71–95, 2006) analytical framework (for argumentative co-construction of knowledge) to analyse episodes of interference, in the context of a shared tabletop interface, to better understand its effect on collaborative knowledge construction. Studies involved 43 students, aged 11–14 years, interacting in groups of three, with a tangible tabletop application to learn basic concepts of the behaviour of light. Contrary to the dominant perspective, our analysis suggests that interference in shared interfaces can be productive for learning, serving as a trigger for promoting argumentation and collective knowledge construction. Interference episodes led to both productive and counter-productive learning opportunities. They were resolved through quick consensus building, when students abandoned their own activity and accepted changes made by others; integration-oriented consensus building, where students reflected on and integrated what happened in the investigation; or conflict-oriented consensus building where students tried to undo others’ actions and rebuild previous configurations. Overall, interference resolved through integration-oriented consensus building was found to lead to productive learning interactions, while counter-productive situations were mostly characterised by interference resolved through conflict-oriented consensus building.     

Do students need teacher’s initiation in online collaborative learning?

As more and more people use computers to complete their work and solve problems in the workplace, computing education is emphasized for students of all levels and disciplines in Taiwan. However, the computing education in Taiwan can hardly be recognized as effective and satisfactory. Many inappropriate examples that lack context are used in teaching and textbooks that may result in employees with low competence and insufficient ability for collaborative working. Students who grow up in this learning context usually lack the ability to seek information and solve problems by themselves. In this regard, the author redesigned a course and adopted online collaborative learning with initiation to establish the essential knowledge for students’ collaboration in the initial stage of a course. This study conducted an experiment that included 169 undergraduates from three class sections – the first two from an academic university (Case 1, n = 68; Case 2, n = 68) and the last one from a university of science and technology (Case 3, n = 33) – taught by the same teacher under the same course name and the same course website. The results show that students who received online collaborative learning with initiation had higher grades than those without. The author further discusses the implications for teachers, schools, and scholars who plan to provide online courses for their students, particularly computing courses.     

Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness

This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students’ attitudes and perceptions indicate that GS facilitated students’ collaborative learning, and improved students’ epistemology and attitudes toward science learning.     

Students' views of collaboration and online participation in Knowledge Forum

This study examined students’ views of collaboration and learning, and investigated how these predict students’ online participation in a computer-supported learning environment. The participants were 521 secondary school students in Hong Kong, who took part in online collaborative inquiry conducted using Knowledge Forum™. We developed a questionnaire to assess the students’ views of their collaboration aligned with the knowledge-building perspective. We also administered the Learning Process Questionnaire to examine their preferred approaches to learning. The students’ online participation in Knowledge Forum was examined using the Analytic Toolkit software. Analyses indicated that students who viewed their collaboration as more aligned with collaborative knowledge building were more likely to employ a deep approach to learning. A structural equation model indicated that the students’ views of collaboration exerted a direct effect on online participation in Knowledge Forum and mediated the effects of deep approaches on forum participation. Implications of examining students’ views of collaboration for productive online participation are discussed.     

Developing and integrating courseware for oral presentations into ESP learning contexts

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration.