Instruction-only vocational students matched control on all univariate communication variables, showing no significant differences between the two conditions in this study¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The significant post-hoc effects were instruction-with-tool versus control and versus instruction-only; none represented an instruction-only versus control difference (e.g., domain-related talk ηp2 = .237 driven by the tool condition). → Elise H. Eshuis 2019

Evidence¶

Elise H. Eshuis 2019¶

Elise H. Eshuis, Judith ter Vrugte, Anjo Anjewierden, Lars Bollen, Jakob Sikken, Ton de Jong. (2019). Improving the quality of vocational students' collaboration and knowledge acquisition through instruction and joint reflection. International Journal of Computer-Supported Collaborative Learning (2019) 14:53–76. https://doi.org/10.1007/s11412-019-09296-0

q3 · i0 · causal · r2

Bonferroni post-hoc contrasts following the MANOVA compared instruction-with-tool students against control students on chat communication variables; all reported significant contrasts involve the instruction-with-tool condition. For domain-related talk, univariate ηp2 = .237.

"students in theinstruction with tool condition when compared to those in the control conditionscoredsignificantly higheron the variables domain-related talk ( p < .001), responsive talk ( p = .024), critical statements"

Discussion¶

Related Claims¶

• Instruction about collaboration rules alone has limited utility; explicit scaffolding via joint reflection tools during collaboration adds unique value — possibly the same claim (merge candidate)
• Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students — related
• Instruction plus the reflection tool improved vocational students' actual collaborative chat behavior compared with control, but instruction alone did not demonstrate any desired collaborative behaviors more often than control — possibly the same claim (merge candidate)
• Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — related
• Vocational students who received collaboration instruction plus an online joint-reflection tool showed significantly higher domain-knowledge learning gains than control students, while instruction alone did not differ from control — related