Collaboration Scripts Research Articles

How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study.

Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-)configured, and that this (re-)configuration is influenced by the goals of the individual learner. However, this principle has not yet been tested empirically. In this study, upon entering a CSCL environment, we therefore experimentally manipulated the goals that students pursued while learning. In one condition, we induced learning goals while in the other condition, no goals were induced. A total of 233 pre-service teachers collaborated in dyads on the task to analyze an authentic, problematic classroom situation by aid of educational evidence. We measured their internal scripts both at pre-test (i.e., before collaboration and before goal induction) and post-test (i.e., after collaboration and goal induction), focusing on the scriptlet level. Results show that goal induction had no effects on the kinds of scriptlets participants selected during collaboration. However, results from Epistemic Network Analysis show that learning goal induction led to significantly different combinations of scriptlets (especially to more relations between scriptlets that are indicative of pursuing learning goals) than no goal induction. Furthermore, participants from the learning goal induction acquired significantly more knowledge about educational theories and evidence than students from the control condition. This study is among the first to provide direct evidence for the internal script configuration principle and demonstrates the effectiveness of inducing learning goals as a scaffold to support students' knowledge acquisition processes in CSCL.

The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom

ABSTRACT Background Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an individual preparation activity before collaboration. However, there remains a limited understanding of the role of individual preparation on students’ collaborative learning. Method Conducted in a fifth-grade English language class in a Singapore primary school, this study explored students’ collaborative learning outcome and process under two conditions: individual preparation before collaboration (With-IP) and immediate collaboration (Without-IP) conditions. Student groups’ collaborative argumentation artifacts were collected and coded. Process analysis was conducted to reveal the distribution and transitional pattern of students’ verbal discussions and online collaboration behaviors. Findings This study reveals that individual preparation (With-IP) significantly enhanced the quality of collaborative argumentation compared to no preparation (Without-IP), by fostering more idea elaboration, deeper engagement with content knowledge, and higher quality of arguments. However, the students were also found to make more coordination and regulation efforts in the With-IP condition than Without-IP condition. Contribution This research underscores the role of individual preparation on collaborative learning processes and outcomes. This insight is pivotal for educators and practitioners in tailoring collaboration scripts to the objectives of classroom teaching and learning.

Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction

Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction

Development and Evaluation of Collaboration Scripts for Long-distance VR Team Collaboration and Co-creation in Elementary STEM Learning

Development and Evaluation of Collaboration Scripts for Long-distance VR Team Collaboration and Co-creation in Elementary STEM Learning

Addressing gender in STEM classrooms: The impact of gender bias on women scientists' experiences in higher education careers in Germany

AbstractGender bias underlying discrimination against women are particularly salient in STEM higher education. Complementing top-down measures to mitigate these issues identified in the extant literature, we aim to highlight a complementary bottom-up approach. First, to elicit gender stereotypes and gender bias in STEM, we conducted a group concept mapping (GCM) study involving women professors, teaching staff, and scientific staff from different STEM disciplines at German universities (N = 70). We first asked them to provide statements reflecting their experience in response to the following focus prompt: ‘In my career as a STEM teacher, I experienced gender issues related to:’ Experts were then asked to thematically cluster and rank the statements according to their importance and feasibility with respect to a potential pedagogical intervention that may target these issues. Findings revealed an agreement across STEM disciplines regarding stereotypical beliefs about women, heteronomous gender roles, gender workload, sexism, and structural power relations, in that they remain significant factors for hindering female success in STEM careers in higher education. Based on their experience, however, the women saw potential in working on the awareness of gender bias with pedagogical interventions in online group learning scenarios (CSCL). Statements rated most appropriate were discussed in the light of the aspects of gender bias addressed, with a specific focus on addressing them in collaborative scripts.

Introducing Open Science in Teaching Health Economic Modelling.

Open Science is gaining ground in all research fields, including health economics and outcomes research (HEOR). However, teaching Open Science is still in its infancy. This paper describes the design, implementation and evaluation of a teaching activity focusing on introducing Open Science during a Master's course during which participants have to develop a discrete event simulation. The teaching activity was organised as a series of lectures introducing different aspects of the Open Science philosophy and practices, such as good software coding practices, version control systems and reproducible research. The participants' increase in Open Science knowledge was elicited through a survey before and after the teaching innovation. After the teaching innovation, participants' knowledge of Open Science increased and they reported an improvement in Open Science-related skills, such as using a script-based statistical software, identifying and re-using open data, and collaborative script development. During the evaluation at the end of the course, the course participants mentioned that the Open Science-related content was interesting but would fit better within a course in which broader research-related content is taught. Based on this feedback, we will most likely narrow the scope of the Open-Science-related content in this course to Open Source Modelling which may better fit the scope of the course. This paper contains links to the teaching activities we developed and other resources which may be used to design teaching activities on Open Science. Herewith, we hope to inspire other teachers in including Open Science into their teaching.

Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis

BackgroundRegardless of a proliferation of interest in reducing unsafe practices in healthcare, threats to patient safety (PS) remain high. Moreover, little attention has been paid towards the role of interprofessional education (IPE) in enhancing PS. This qualitative study was conducted to unfold the insights of the senior medical, dental and health sciences students at the University of Sharjah (UoS) in the United Arab Emirates (UAE) about PS in an online IPE-based workshop.MethodsThis inductive thematic analysis study was conducted on senior medical and health students at the Colleges of Medicine, Dental Medicine, Health Sciences, and Pharmacy of UoS. During an online workshop, students discussed plausible solutions for four real practice-based clinical scenarios with elements of unsafe healthcare practices. During the breakout rooms, the students exhibited high level of articulation and proactively participated in discussions. The data from the online workshop were transcribed and then coding, categorizing, and labelling of recurrent themes were carried out. Multiple individual deliberations, consolidation, incorporation of the identified preliminary themes, and merging and reorganizing sub-themes led to a final thematic framework.ResultsThis work delved into the perspectives of 248 students regarding teamwork, communication, problem-solving, and other aspects concerning PS in interprofessional settings in an online workshop. The iterative process of data transcription, curating and qualitative analysis surfaced 32 codes. Later, the inductive themaric analysis yielded five themes with distinct yet interconnected nested subthemes in the context of PS in IPE settings. These themes of information sharing and grounding (problem-solving, social skills), maintaining communication (clinical reasoning, shared mental model), executing interprofessional activities (collaborative practice, collaboration scripts), professional cognitive abilities (cognitive maturity, metacognition), and negotiating professional identities (systematic change, socio-economic scaffolding) emerged as fundamental pillars for enhancing PS in healthcare.ConclusionOur study demonstrated the outcome of an innovative and team-based workshop which embedded PS within a scaffold of IPE environment. This research calls for incorporation of the emerging areas of clinical reasoning, problem solving, collaborative practice, and shared mental model into medical curricula for structured IPE in improving PS domains in medical education. These findings underscore the need for multifaceted dimensions of IPE imperatives for cultivating collaborative competence.

Computerized collaboration scripts and real-time intergroup competition for enhancing student collaboration and learning with multi-touch tabletop displays

Computerized collaboration scripts and real-time intergroup competition for enhancing student collaboration and learning with multi-touch tabletop displays

Students’ appropriation of collaboration script in a networked class: an exploratory study

ABSTRACT This study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.

Collaboration Scripts or Checklists to Engage Novice Observers in Immersive Simulation?

In simulation, students often observe their peers perform a task. It is still unclear how different types of instructional guidance can turn the observational phase into an active learning experience for novices. This mixed-method study aims to understand similarities and differences between use of collaboration scripts and checklists by observers in terms of cognitive load and perception of learning. Second-year pharmacy students ( N = 162) were randomly assigned to 1 of 4 conditions when observing a simulation: collaboration scripts (heuristic to analyze in dyads while observing), checklists, both, or no guidance. We measured observers' intrinsic and extraneous cognitive load and self-perceived learning and conducted focus group interviews. Intrinsic cognitive load was significantly lower for checklists (M = 3.6/10) than for scripts (M = 4.7/10) or scripts and checklists combined (M = 4.7/10). Extraneous cognitive load was significantly lower for checklists (M = 1.5/10) than for scripts combined with checklists (M = 2.6/10) or no guidance (M = 1.8/10). There was no statistical difference between conditions for self-perceived learning. Coding of focus group interviews revealed 6 themes on observers' perception of learning under different conditions of instructional guidance. Students explained that collaboration scripts felt more complex, whereas checklists were perceived as a simple fact-checking exercise. Observing the simulation, regardless of guidance, was a meaningful learning experience. With or without guidance, observers are actively engaged with the simulation, but their effort differed depending on instructions. When choosing between checklists or collaboration scripts, educators should be guided by the type of simulation task.

‘Supporting socially shared regulation during collaborative task-oriented reading’

This study examined how to improve students’ regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the ‘Y-read?’ collaboration script did elicit shared regulation during TOR.

CSsCL: the performance of collaborative learning

This article discusses the integration of three concepts central to the enterprise of computer-supported collaborative learning: namely, collaboration scripts, self-regulation, and group awareness. It does so through consideration of five reports in this Special Issue that address the integration challenge. Various themes are extracted and proposed as important to the field. These include the layered nature of self-regulation (meta-metacognition) and the layered nature of group awareness (trait-state-action). The theatre metaphor implied by the term ‘collaboration script’ is taken seriously here and is elaborated. It is shown to afford an extended and richer conceptualisation of scripted collaborations, developing the significance of direction, production, and audience. The features characterising this model of collaboration-as-performance reinforce an imperative for locating episodes of scripted collaboration within the broader eco-system of classroom practice.

Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples

Collaboration scripts and heuristic worked examples have been described as powerful scaffolds to support skill acquisition in CSCL. While CSCL scripts particularly facilitate argumentative discourse within groups, heuristic worked examples provide heuristics and worked out pathways to solve domain-specific tasks. Yet, both scripts and heuristic worked examples are often designed in a one-size-fits-all fashion. Granting learners the opportunity to adapt these scaffolds to their self-perceived needs might be a way to further enhance their effects. We tested this assumption in two experiments. In experiment 1, we compared the effects of learning with adaptable and non-adaptable CSCL scripts. In experiment 2, we compared the effects of learning with adaptable and non-adaptable heuristic worked examples. University students (N = 167) learned repeatedly in pairs with either adaptable or non-adaptable scaffolding in the context of mathematical conjecture problems. Results show that adaptable CSCL scripts were partly helpful for students with higher levels of self-regulation skills. Non-adaptable maximal scaffolding supported learning of distinctive skill components. Social-discursive components were best facilitated by maximal heuristic worked examples through content knowledge scaffolds. In contrast, CSCL scripts best facilitated domain-specific skill components by scaffolding learners’ engagement in social discourse about domain knowledge. The study provides recommendations for designing adaptable scaffolding by taking into account the relation between the targeted skill component and the activities scaffolded in the learning process. We suggest conducting future studies on adaptable scaffolding with a focus on supporting learning regulation and group awareness to improve learners’ success in CSCL environments.

Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoors

Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoors

Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

THE SAS STRATEGY TRAINING FOR CHILDREN WITH ASD IN INCLUSIVE EDUCATIONAL ROBOTICS ACTIVITIES

Educational Robotics in inclusive learning environments creates a wide area of research where innovative teaching practices and theoretical approaches are developed and investigated in order for the new growing educational challenges to be met. In this context, an educational intervention research was carried out using mixed research methodology. The aim of the research was to investigate the effect of the“SAS Strategy Training” a strategy that developed to foster the participation of children with autism, at level 2, in inclusive teamwork with peers during construction and programming LEGO Mindstorms. 2 children, 10-11 years old, diagnosed with autism, at level 2, participated in two inclusive educational robotics teams with typical peers. Τhe SaS Strategy has been integrated in the collaboration script that was designed to support the interaction between the team members during their collaboration on programming LEGO Mindstorms. The “SaS Strategy Training” had encouraging results in reducing the barriers of the participation of the children with autism in teamwork with their typical peers. Critical questions, reflections and new research horizons emerged.

Evaluasi Implementasi Program Badan Usaha Milik Desa (BUMDes) Sendang Pinilih di Desa Sendang, Kecamatan Wonogiri, Kabupaten Wonogiri

This research was conducted at BUMDes Sendang Pinilih, Wonogiri Regency. This study aims to evaluate the implementation of Sendang Pinilih BUMDes Program and find out what factors influence it. This research is qualitative descriptive study. Data obtained through interviews, documentation, and observations were analyzed using analysis model Miles and Huberman. The results showed that the implementation of the program was divided into three stages, organization, interpretation, and application. At the organizing stage it was not completely appropiate, because not all business units written in the rules were implemented. In the interpretation, there are still managers and members who have concurrent duties, the service period of one management period does not match the AD/ART with the Decree, and there are differences in writing of the distribution business results. At the implementation stage, in carrying out the work program, it has been running in accordance with the duties and regulations, but collaboration with BUMDes Rahayu is not through a collaboration script. As for the implementation of work plans business unit development supervision, reports from the operational executive board, and accountability have been carried out in accordance with written regulations. The driving factors for the implementation, include policy standards and objectives, policy sources, interorganizational communication and implementation activities, characteristics of the implementing agency, economic and social conditions, while the inhibiting factors are the political condition and attitude of the implementers.

Wiki Editors' Acceptance of Additional Guidance on Talk Pages

One purpose of Wikis like Wikipedia is to collaboratively generate content. During the creation processes controversies between multiple authors might emerge that are further discussed on a Wiki article's so-called talk page. Research has shown that controversies grounded on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. But it has also been shown that many Wikis are not necessarily suited to identify relevant discussion contents and thus need additional support to guide users. In an experimental study (N = 181) we implemented on a Wiki talk page (1) visual controversy status highlights as implicit guidance and (2) a collaboration script directing users towards discussions as explicit guidance. We analyzed their user adoption and influence on Wiki activities. Our results show that both experimental additions affect user behaviors and that in particular the visual controversy status highlights are positively adopted by users.

Let's Talk about Talks: Supporting Knowledge Exchange Processes on Wiki Discussion Pages

Complex knowledge exchange processes in collaborative knowledge building settings within Wikis can be either supported by providing guidance in form of cognitive group awareness information or by explicitly guiding learners with the help of collaboration scripts. Potentials of analysing and supporting discussants' knowledge building processes focussed on the level of talk pages have still been rarely researched. Our research project comprises a series of three experimental studies and one qualitative study to determine which kind of support is most beneficial for varying types of learners working with Wikis. For this research different fields of computer-supported collaborative learning are integrated and both quantitative and qualitative methods are applied to provide comprehensive analyses in order to provide opportunities for other related research. Presenting and discussing aspects of our research and first results could be beneficial for future research. Our findings suggest that Wiki talk page users can benefit from additional structuring aids.