Abstract
This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment. They were paired based on self-selection. Each dyad was asked to collaborate on eight moderately structured problems concerning Newtonian mechanics. Their online interactions, including their textual and pictorial messages, were categorized and sequentially plotted. The three dyads showed three different collaboration patterns in terms of joint and individual knowledge elaboration.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.