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Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments
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Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments

Author: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
Publisher: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Edition/Format: Article Article : English
Publication:Journal of Computer Assisted Learning, v25 n3 p252-267 Jun 2009
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: ElsevierBritish Library SerialsECO
Summary:
The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative  Read more...
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Details

Document Type: Article
All Authors / Contributors: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
ISSN:0266-4909
Language Note: English
Unique Identifier: 425587349
Awards:
Description: 16

Abstract:

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities.

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