Both adaptable and non-adaptable collaboration scripts decreased student planning, while planning increased in the non-scripted condition¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Wang et al.'s experimental study, collaboration scripts both adaptable and non-adaptable decreased the planning required by students, while in the non-script condition planning increased. → Ludvigsen 2017

Evidence¶

Ludvigsen 2017¶

Ludvigsen, S., Law, N., Rosé, C. P., & Stahl, G. (2017). Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing. Intern. J. Comput.-Support. Collab. Learn, 12, 127–131. https://doi.org/10.1007/s11412-017-9257-7

q2 · i? · review · r2

The editorial reports this result from Wang, Kollar, and Stegman's experimental study, in which "The students in this study were assigned to three different conditions: adaptable collaborative scripts, non-adaptable scripts, and non-scripted collaboration". Planning is described as one important aspect of self-regulation. No effect size is printed.

"The results show that collaboration scripts, both adaptable and non-adaptable, decreased the planning required by the students, while in the non-script condition it increased."

Discussion¶

Related Claims¶

• Reflection increased in the adaptable and non-adaptable script conditions, but only the adaptable script had positive effects on monitoring, supporting overall positive effects on self-regulation — related
• Scripting shifted student effort toward grounding discussions and away from group-issue discussions — related
• A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation — related