Scripted roles scaffold students' cognitive responsibility for building common knowledge in knowledge-building environments¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prescribed roles (social tutor, synthesizer, concepts mapper, and skeptic) scaffold undergraduate students' cognitive responsibility for building common knowledge in a blended knowledge-building environment. → Sten Ludvigsen 2016

Evidence¶

Sten Ludvigsen 2016¶

Sten Ludvigsen. (2016). CSCL towards the future: The second decade of ijCSCL. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-016-9230-x

q2 · i? · associational · r?

Editorial report of the study by Cesareni, Cacciamani and Fujita with undergraduate pedagogy students at the University of Rome in a blended environment, using quantitative analysis of Moodle contributions and qualitative analysis of high- and low-participation groups. The editorial reports the finding; the underlying study was not read directly.

"The overall analysis showed that the prescribed roles scaffold the students ’ cognitive responsibility for building common knowledge."

Discussion¶

Related Claims¶

• Grade 5 students can sustain productive knowledge-building collaboration over a whole school year with a facilitative rather than guiding teacher — related
• Premature shared understanding: a group's bypassing of a member's skeptical comment left the social and technology objects misaligned, with partial agreement (Extract 3) — related