Home

About

Advanced Search

Browse by Discipline

Scientific Societies

E-print Alerts

Add E-prints

E-print Network
FAQHELPSITE MAPCONTACT US


  Advanced Search  

 
Examining the Relation between Domain-Related Communication and Collaborative Inquiry Learning
 

Summary: Examining the Relation between Domain-Related Communication
and Collaborative Inquiry Learning
Anjo Anjewierden, Hannie Gijlers, Bas Kolloffel, Nadira Saab*, and Robert de Hoog
Department of Instructional Technology, Faculty of Behavioural Sciences,
University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands
Email: {a.a.anjewierden, a.h.gijlers, b.j.kolloffel, r.dehoog}@utwente.nl
* Center for the Study of Education and Instruction, Faculty of Social and Behavioural Sciences,
Leiden University, PO Box 9555, 2300 RB Leiden, The Netherlands
Email: nsaab@fsw.leidenuniv.nl
Abstract: Research has suggested that providing elaborated explanations is often more
beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat
communication in a collaborate inquiry learning environment, we would expect that in a dyad
the learner with more domain-related contributions than his partner 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 the expected cognitive effort to produce the messages.
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.
Introduction

  

Source: Anjewierden, Anjo - Instituut voor Informatica, Universiteit van Amsterdam

 

Collections: Computer Technologies and Information Sciences