Evidence-based rubric scripting produced more high-quality discussion than future-thinking scripting in long-term small-group collaboration.¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Groups using the evidence-based condition showed more high-quality discussion, developing their capacity to see collaborative processes as products of their own thinking that can be improved upon. → Sten Ludvigsen 2018

Evidence¶

Sten Ludvigsen 2018¶

Sten Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9274-1

q3 · i? · causal · r1

A 16-week study with 37 university students in an introductory information sciences and technology class, in two scripting conditions (future-thinking vs. evidence-based rubric scoring). "The study shows that more high-quality discussion took place in the groups using the evidence-based condition." No effect size is printed.

"The study shows that more high-quality discussion took place in the groups using the evidence-based condition. Borge et al. emphasize that in this condition students had to pay attention to identify how group members differ in their contributions. This stimulated regulatory processes for themselves and for the entire group."

Discussion¶

Related Claims¶

• Video-modeling of collaboration, especially with prompted reflection, produced more lasting learning about collaboration than scripted practice once script supports were withdrawn — related
• Scripted conditions more often produced a discussion phase on differences between group members, but no quality differences in those discussions were detected
• Scripting collaboration via role-assigned interfaces produced little difference in learning outcomes compared with an unscripted self-organized condition in a semester-long course — related
• The PISG and PSGI script sequences showed no statistically significant differences on high- and low-level inquiry processes, with small effect sizes despite descriptive trends favoring PISG on high-level processes — related
• Learners who reflected collaboratively on their prior collaboration gained more knowledge about effective collaboration than learners guided by an external collaboration script or unsupported learners — related