A three-phased collaboration script leads distance students to provide more and longer input in grounding discussions, with the structured interface further increasing input length¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Students in both scripted conditions provided more inputs than unscripted students (Cohen's d=1.8) and longer inputs (d=1.0), and script+interface students provided longer inputs than script-only students (d=1.3). → Judith Schoonenboom 2008

Evidence¶

Judith Schoonenboom 2008¶

Judith Schoonenboom. (2008). The effect of a script and a structured interface in grounding discussions. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-008-9042-8

q2 · i3 · causal · r1

ANOVA with contrasts on 10 groups, 42 students in the European Virtual Seminar; input scored as number of the seven input questions answered and length in words. The article reports "more inputs than students in the non-scripted condition ( p=0.000, Cohen 's d=1.8)"; scripted students also provided longer inputs (p=0.000, d=1.0), and script+interface longer than script-only (p=0.005, d=1.3).

"The results show that students in both scripted conditions provided more inputs than students in the non-scripted condition ( p=0.000, Cohen 's d=1.8)."

Judith Schoonenboom 2008 (2)¶

Judith Schoonenboom. (2008). The effect of a script and a structured interface in grounding discussions. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-008-9042-8

q2 · i3 · causal · r1

Contrast between the two scripted conditions on input length in words (unit of analysis: group discussion, N=19). The article reports the script+interface condition "provided longer inputs than students in the script- only condition ( p=0.005, Cohen 's d=1.3)".

"students in the script+interface condition provided longer inputs than students in the script- only condition ( p=0.005, Cohen 's d=1.3)."

Discussion¶

Related Claims¶

• Scripted conditions more often produced a discussion phase on differences between group members, but no quality differences in those discussions were detected
• Scripted students tended to answer either all or none of a discussion's input questions, and the structured interface strengthened this all-or-none pattern
• The script improved adherence to the prescribed order of grounding discussions before group activities, with an additional effect of the structured interface
• Scripting shifted student effort toward grounding discussions and away from group-issue discussions
• 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
• No significant differences between conditions in the quantity or quality of discussion summaries — related