Examining the Relation between Domain-Related Communication and Collaborative Inquiry Learning

Autor/inn/en	Anjewierden, Anjo; Gijlers, Hannie; Kolloffel, Bas; Saab, Nadira; de Hoog, Robert
Titel	Examining the Relation between Domain-Related Communication and Collaborative Inquiry Learning
Quelle	In: Computers & Education, 57 (2011) 2, S.1741-1748 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.03.010
Schlagwörter	Intuition; Computer Mediated Communication; Synchronous Communication; Computer Assisted Instruction; Pretests Posttests; Student Improvement; Discourse Analysis; Coding; Correlation; Instructional Effectiveness; Cooperative Learning; Inquiry + Suchen Sie Ihr Suchwort? Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Diskursanalyse; Codierung; Programmierung; Korrelation; Unterrichtserfolg; Kooperatives Lernen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10