After working with the script, students improved their individual task representation of high-level tasks and their strategy reflection¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students improved in determining a correct task representation of high-level tasks and in reflecting on the most appropriate reading strategy after working with the collaboration script. → Kielstra 2022

Evidence¶

Kielstra 2022¶

Kielstra, J., Molenaar, I., van Steensel, R., & Verhoeven, L. (2022). 'Supporting socially shared regulation during collaborative task‑oriented reading'. International Journal of Computer-Supported Collaborative Learning, 17, 65–105. https://doi.org/10.1007/s11412-022-09365-x

q2 · i? · causal · r1

Pre-test/post-test intervention design; a paired-samples t-test compared individual task representation, strategy selection and strategy reflection before and after four script-supported lessons; 38 students were included after attendance-based exclusions. No control group was used.

"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."

Discussion¶

Related Claims¶

• The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare — related
• Video-modeling of collaboration, especially with prompted reflection, produced more lasting learning about collaboration than scripted practice once script supports were withdrawn — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — a broader claim this one bears on
• Neither the external collaboration script nor the reflection scaffold increased the quality of interaction in the subsequent (testing-phase) collaboration — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related