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¶

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

Subclaims¶

q3 i? Learning gains differed significantly between conditions, with the instruction-with-tool condition significantly higher than control (p = .038); no effect size for the between-condition contrast is printed. → 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 · i? · causal · r2

In a pretest-intervention-posttest study of secondary vocational students, an ANOVA on learning gains (printéd ηp2 = .075) showed "learning gains were significantly higher in the instruction with tool condition compared to the control condition (p = .038)". Paired t-tests showed significant gains in all conditions (d = 1.19, 1.10, 0.57).

"an ANOVA with learning gains as dependent variable and condition as independent variable revealed that these learning gains differed significantly between conditions, F(2, 84) = 3.39, p =. 0 3 8 ,ηp2 = .075. Post-hoc comparisons (Bonferroni) showed that learning gains were significantly higher in the instruction with tool condition compared to the control condition (p = .038)."

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)
• 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
• 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 — related
• Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition — related
• Instruction-only vocational students matched control on all univariate communication variables, showing no significant differences between the two conditions in this study — related