Fostering Computer Supported Collaborative Learning with Cooperation Scripts and Scaffolds

摘要

The study investigates collaborative learning of small groups via text-based computer-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the convergence of participation and the convergence of knowledge among peers. We varied the factor scripted cooperation and the factor scaffolding in a 2x2-design. 105 university students of Educational Psychology participated. Results show that scripted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourse.