Skip to main content
Log in

Scripting a distance-learning university course: Do students benefit from net-based scripted collaboration?

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

This study reports findings from an experimental field study of scripted collaboration for net-based learning in the context of a one-semester university course on operating systems. In scripted collaboration, activities of learners are coordinated and guided according to particular rules, implemented via respective tools in the learning environment. Forty-two distributed groups of three students collaborated on five successive assignments employing the virtual learning environment CURE. Three collaborative tasks—brainstorming, clustering, and essay writing—were implemented as scripts with dedicated tools guiding the net-based collaborative process. Half of the groups collaborated via scripted task versions, and, as a control, half of the groups performed the tasks in a non-scripted manner. No general advantage of scripting was found concerning acquisition of knowledge; nor was overscripting observed. Collaborative scripting appears to be neither generally advantageous nor disadvantageous, but highly contingent on the particular content and task under consideration. Results suggest that scripting might be slightly more supportive in more complex tasks such as essay writing, in contrast to undemanding tasks such as brainstorming.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Bromme, R., Hesse, F. W., & Spada, H. (Eds.). (2005). Barriers and biases in computer-mediated knowledge communication. New York: Springer.

    Google Scholar 

  • Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3(2), 123–139.

    Article  Google Scholar 

  • Cakir, M., Zemel, A., & Stahl, G. (2009). The joint organization of interaction within a multimodal CSCL medium. International Journal of Computer-Supported Collaborative Learning, 4(2), 115–149.

    Article  Google Scholar 

  • Carmien, S., Kollar, I., Fischer, G., & Fischer, F. (2007). The interplay of internal and external scripts. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 303–326). New York: Springer.

    Chapter  Google Scholar 

  • Carver, S. M. (2006). Assessing for deeper understanding. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 205–221). Cambridge: Cambridge University Press.

    Google Scholar 

  • De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436–447.

    Article  Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen: Open Universiteit Nederland.

    Google Scholar 

  • Dillenbourg, P., & Traum, D. (2006). Sharing solutions: Persistence and grounding in multimodal collaborative problem solving. The Journal of the Learning Sciences, 15, 121–151.

    Article  Google Scholar 

  • Dillenbourg, P., & Jerman, P. (2007). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 275–301). New York: Springer.

    Chapter  Google Scholar 

  • Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23, 1–13.

    Article  Google Scholar 

  • Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3, 5–23.

    Article  Google Scholar 

  • Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (Eds.). (2007a). Scripting computer-supported collaborative learning. New York: Springer.

    Google Scholar 

  • Fischer, F., Kollar, I., Haake, J. M., & Mandl, H. (2007b). Perspectives on collaboration scripts. In F. Fischer, I. Kollar, J. M. Haake, & H. Mandl (Eds.), Scripting computer-supported collaborative learning (pp. 1–10). New York: Springer.

    Chapter  Google Scholar 

  • Greenberg, S., & Roseman, M. (2003). Using a room metaphor to ease transitions in groupware. In M. Ackermann, V. Pipek, & V. Wulf (Eds.), Beyond knowledge management: Sharing expertise (pp. 203–248). Cambridge: MIT.

    Google Scholar 

  • Haake, J. M., Haake, A., Schümmer, T., Bourimi, M., & Landgraf, B. (2004a). End-user controlled group formation and access rights management in a shared workspace system. In Proceedings of the ACM CSCW’2004, November 6-10, 2004 (pp. 554–563). New York: ACM.

    Google Scholar 

  • Haake, J. M., Schümmer, T., Haake, A., Bourimi, M., & Landgraf, B. (2004b). Supporting flexible collaborative distance learning in the CURE platform. In Proceedings of the 37th Annual Hawaii International Conference on System Sciences (CD-ROM), January 5–8, 2004. IEEE Computer Society Press.

  • Haake, J. M., & Pfister, H.-R. (2007). Flexible scripting in net-based learning groups. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 155–175). New York: Springer.

    Chapter  Google Scholar 

  • Hesse, F. W. (2007). Being told to do something or just being aware of something? An alternative approach to scripting in CSCL. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 91–98). New York: Springer.

    Chapter  Google Scholar 

  • Hoppe, H. U., Ogata, H., & Soller, A. (Eds.). (2007). The role of technology in CSCL. New York: Springer.

    Google Scholar 

  • Isaksen, S. G., & Gaulin, J. P. (2005). A reexamination of brainstorming research: Implications for research and practice. Gifted Child Quarterly, 49, 315–329.

    Article  Google Scholar 

  • Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: Techniques for representing, conveying and acquiring structural knowledge. Hillsdale: Erlbaum.

    Google Scholar 

  • Jucks, R., Paechter, M., & Tatar, D. G. (2003). Learning and collaboration in online discourses. International Journal of Educational Policy, Research, & Practice, 4, 117–146.

    Google Scholar 

  • King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 13–37). New York: Springer.

    Chapter  Google Scholar 

  • Kittleson, J. M., & Southerland, S. A. (2004). The role of discourse in group knowledge construction: A case study of engineering students. Journal of Research in Science Teaching, 41, 267–293.

    Article  Google Scholar 

  • Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2–3), 211–224.

    Article  Google Scholar 

  • Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts—a conceptual analysis. Educational Psychology Review, 18, 159–185.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353.

    Article  Google Scholar 

  • Martinez, A., Dimitriadis, Y., Gomez-Sanchez, E., Rubia-Avi, B., Jorrin-Abellan, I., & Marcos, J. A. (2006). Studying participation networks in collaboration using mixed methods. International Journal of Computer-Supported Collaborative Learning, 1, 383–408.

    Article  Google Scholar 

  • Michinov, N. (2005). Improving productivity and creativity in online groups through social comparison process: New evidence for asynchronous electronic brainstorming. Computers in Human Behavior, 21, 11–28.

    Article  Google Scholar 

  • Novak, J. D. (1998). Learning, creating, and using knowledge: Concept Maps™ as facilitative tools in schools and corporations. Mahwah: Erlbaum.

    Google Scholar 

  • O’Donnell, A. M., & Dansereau, D. F. (1992). Scripted collaboration in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in collaborative groups: The theoretical anatomy of group learning (pp. 120–141). Cambridge: Cambridge University Press.

    Google Scholar 

  • O’Donnell, A. M., & King, A. (Eds.). (1999). Cognitive perspectives on peer learning. Mahwah: Erlbaum.

    Google Scholar 

  • Oehl, M., & Pfister, H. R. (2010). E-collaborative knowledge construction in chat environments. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments. Hershey: IGI Global.

    Google Scholar 

  • Pargman, T. C. (2003). Collaborating with writing tools. An instrumental perspective on the problem of computer-supported collaborative activities. Interacting with Computers, 15, 737–757.

    Article  Google Scholar 

  • Paulus, P. B., & Paulus, L. E. (1997). Implications of research on group brainstorming for gifted education. Roeper Review, 19, 225–229.

    Article  Google Scholar 

  • Pfister, H.-R. (2005). How to support synchronous net-based learning discourses: Principles and perspectives. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication (pp. 39–57). New York: Springer.

    Chapter  Google Scholar 

  • Pfister, H.-R., & Mühlpfordt, M. (2002). Supporting discourse in a synchronous learning environment: The learning protocol approach. In G. Stahl (Ed.), Proceedings of CSCL 2002 (pp. 581–589). Hillsdale: Erlbaum.

    Google Scholar 

  • Pfister, H. R., & Oehl, M. (2009). The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses. Journal of Computer Assisted Learning, 25, 161–176.

    Article  Google Scholar 

  • Pfister, H.-R., Mühlpfordt, M., & Müller, W. (2003). Lernprotokollunterstütztes Lernen—ein Vergleich zwischen unstrukturiertem und systemkontrolliertem diskursivem Lernen im Netz. Zeitschrift für Psychologie, 211, 98–109.

    Article  Google Scholar 

  • Prain, V., & Hand, B. M. (1996). Writing for learning in secondary science: Rethinking practices. Teaching and Teacher Education, 12, 609–626.

    Article  Google Scholar 

  • Reigeluth, C. M. (1999). Instructional design. Theories and models (Vol. II). Mahwah: Erlbaum.

    Google Scholar 

  • Rourke, L., & Kanuka, H. (2007). Barriers to online critical discourse. International Journal of Computer-Supported Collaborative Learning, 2, 105–126.

    Article  Google Scholar 

  • Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. Journal of the Learning Sciences, 14, 201–241.

    Article  Google Scholar 

  • Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Collaborative Learning, 4, 69–92.

    Article  Google Scholar 

  • Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? International Journal of Computer-Supported Collaborative Learning, 2, 225–246.

    Article  Google Scholar 

  • Schooneboom, J. (2008). The effect of a script and a structured interface in grounding discussions. International Journal of Computer-Supported Collaborative Learning, 3, 327–341.

    Article  Google Scholar 

  • Stahl, G. (2006). Analyzing and designing the group cognition experience. International Journal of Cooperative Information Systems, 15, 157–178.

    Article  Google Scholar 

  • Stahl, G., Koschmann, T., & Suthers, D. D. (2006). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409–425). New York: Cambridge University Press.

    Google Scholar 

  • Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(4), 421–447.

    Article  Google Scholar 

  • Stoyanova, N., & Kommers, P. (2002). Concept mapping as a medium of shared cognition in computer-supported collaborative problem solving. Journal of Interactive Learning Research, 13, 111–133.

    Google Scholar 

  • Strijbos, J.-W., Martens, R. L., & Jochems, W. (2004). Designing for interaction: Six steps to designing computer-supported group-based learning. Computers & Education, 42, 403–424.

    Article  Google Scholar 

  • Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337.

    Article  Google Scholar 

  • Tchounikine, P. (2008). Operationalising macro-scripts in CSCL technological settings. International Journal of Computer-Supported Collaborative Learning, 3, 193–233.

    Article  Google Scholar 

  • van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2009). Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review, 4(1), 41–54.

    Article  Google Scholar 

  • Wallace, D. S., West, S. W. C., Ware, A., & Dansereau, D. F. (1998). The effect of knowledge maps that incorporate Gestalt principles on learning. The Journal of Experimental Education, 67, 5–16.

    Article  Google Scholar 

  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication (pp. 15–37). New York: Springer.

    Chapter  Google Scholar 

  • Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 191–211). New York: Springer.

    Chapter  Google Scholar 

  • Wessner, M., & Pfister, H.-R. (2007). Points of cooperation: Integrating cooperative learning into web-based courses. In H. U. Hoppe, H. Ogata, & A. Soller (Eds.), The role of technology in CSCL (pp. 21–46). New York: Springer.

    Chapter  Google Scholar 

  • Yu, F. Y., Liu, Y.-H., & Chan, T.-W. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education & Teaching International, 42(4), 337–348.

    Article  Google Scholar 

  • Ziegler, R., Diehl, M., & Zijlstra, G. (2000). Idea production in nominal and virtual groups: Does computer-mediated communication improve group brainstorming? Group Processes & Intergroup Relations, 3, 141–158.

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by the German Research Council (Deutsche Forschungsgemeinschaft DFG) under research grant HA 3130/2-1.

Thanks go to Till Schümmer and Sven Laaks for building and maintaining the system, and to Anja Haake and Lihong Ma for supporting and assessing learning groups.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Joerg M. Haake.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Haake, J.M., Pfister, HR. Scripting a distance-learning university course: Do students benefit from net-based scripted collaboration?. Computer Supported Learning 5, 191–210 (2010). https://doi.org/10.1007/s11412-010-9083-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-010-9083-7

Keywords

Navigation