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ThinkMind // International Journal On Advances in Software, volume 7, numbers 3 and 4, 2014 // View article soft_v7_n34_2014_13


Development and Evaluation of CSCL System for Large Classrooms Using Question-Posing Script

Authors:
Taketoshi Inaba
Kimihiko Ando

Keywords: Collaborative learning; CSCL; large classroom; collaborative script; question-posing

Abstract:
In the area of Computer Supported Collaborative Learning (CSCL) research, scripting collaborative learning is a relatively new but promising approach to promote learning. The term scripting is used to describe ways of prescribing relevant elements for collaborative interaction, such as group formation, roles, learning activities, sequence of learning activities. Many studies have shown that free collaboration without explicit scaffolding rarely produces effective interaction and that the script can be one of the most effective scaffoldings. Basing on SWISH model proposed by Dillenbourg, we have adopted the reciprocal teaching approach and designed a script which allows students to create questions and answer them mutually. To implement this question-posing script for large classrooms, we have developed a CSCL system which has two important functions: automated group formation function that can form groups on the fly, based on students’ personal traits, and chat function by which students can discuss each other within their group. For the evaluation, we have conducted an experiment with some 300 students in a large classroom to evaluate our system and analyze interactions in detail during each sequence of learning activities. The evaluation result indicates that the learners felt encouraged to understand better about learning task. At the same time, it becomes clear that the quality of discussion on chat affects reciprocal question posing. As well, it is indicated that group size and knowledge level of leader or other members affect the process of reciprocal actions and activities at some degree.

Pages: 590 to 600

Copyright: Copyright (c) to authors, 2014. Used with permission.

Publication date: December 30, 2014

Published in: journal

ISSN: 1942-2628

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