Computer-Supported Collaborative Learning (CSCL) scripts aim to
structure the process of collaboration creating opportunities for productive social
interaction and learning. Despite CSCL research has shown these benefits for
some scripts in particular contexts, more evidence is needed about to what extent
learning gains are actually achieved for more families of scripts and in different
conditions of implementation. This paper studies how three CSCL scripts based
on the Pyramid collaborative ...
Computer-Supported Collaborative Learning (CSCL) scripts aim to
structure the process of collaboration creating opportunities for productive social
interaction and learning. Despite CSCL research has shown these benefits for
some scripts in particular contexts, more evidence is needed about to what extent
learning gains are actually achieved for more families of scripts and in different
conditions of implementation. This paper studies how three CSCL scripts based
on the Pyramid collaborative learning flow pattern facilitate students learning in
online classes. Learning gains are measured in terms of precision and confusion
assessment criteria. Students’ behaviour in the learning process, regarding agreement
in the knowledge exchange, is also analysed in relation to the learning gains.
Results bring out several factors, and implications for the design of fruitful Pyramid
scripts implementation, that related to the pedagogical envelope, the type of tasks,
pyramid design elements, the need for epistemic orchestration, and debriefing.
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