Abstract

Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would expect that in a dyad learners with more domain-related contributions than their partners would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on domain-orientedness. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.

Citation

Anjewierden, A., Gijlers, H., Kolloffel, B., Saab, N. & de Hoog, R. (2011). Examining the relation between domain-related communication and collaborative inquiry learning. Computers & Education, 57(2), 1741-1748. Elsevier Ltd. Retrieved August 13, 2024 from https://www.learntechlib.org/p/50751/.

Keywords

• Coding
• collaborative learning
• Computer Assisted Instruction
• computer mediated communication
• computer-mediated communication
• Cooperative learning
• Correlation
• Discourse Analysis
• inquiry
• inquiry learning
• Instructional Effectiveness
• Intuition
• Pretests Posttests
• Student Improvement
• Synchronous Communication