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Examining the Relation between Domain-Related Communication and Collaborative Inquiry Learning
- Source :
-
Computers & Education . Sep 2011 57(2):1741-1748. - Publication Year :
- 2011
-
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.
Details
- Language :
- English
- ISSN :
- 0360-1315
- Volume :
- 57
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Computers & Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ925831
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1016/j.compedu.2011.03.010