Socio-cognitive scaffolding with collaboration scripts: a meta-analysis
Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effect...
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| Format: | Article |
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Springer
2017
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| Online Access: | https://eprints.nottingham.ac.uk/52513/ |
| _version_ | 1848798743446421504 |
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| author | Vogel, Freydis Wecker, Christof Kollar, Ingo Fischer, Frank |
| author_facet | Vogel, Freydis Wecker, Christof Kollar, Ingo Fischer, Frank |
| author_sort | Vogel, Freydis |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process. |
| first_indexed | 2025-11-14T20:24:37Z |
| format | Article |
| id | nottingham-52513 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:24:37Z |
| publishDate | 2017 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-525132020-05-04T19:03:54Z https://eprints.nottingham.ac.uk/52513/ Socio-cognitive scaffolding with collaboration scripts: a meta-analysis Vogel, Freydis Wecker, Christof Kollar, Ingo Fischer, Frank Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process. Springer 2017-09-01 Article PeerReviewed Vogel, Freydis, Wecker, Christof, Kollar, Ingo and Fischer, Frank (2017) Socio-cognitive scaffolding with collaboration scripts: a meta-analysis. Educational Psychology Review, 29 (3). pp. 477-511. ISSN 1040-726X Collaboration scripts; Collaboration skills; Computer-supported collaborative learning; Domain-specific knowledge; Socio-cognitive scaffolding; Transactivity https://link.springer.com/article/10.1007%2Fs10648-016-9361-7 doi:10.1007/s10648-016-9361-7 doi:10.1007/s10648-016-9361-7 |
| spellingShingle | Collaboration scripts; Collaboration skills; Computer-supported collaborative learning; Domain-specific knowledge; Socio-cognitive scaffolding; Transactivity Vogel, Freydis Wecker, Christof Kollar, Ingo Fischer, Frank Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title | Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title_full | Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title_fullStr | Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title_full_unstemmed | Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title_short | Socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| title_sort | socio-cognitive scaffolding with collaboration scripts: a meta-analysis |
| topic | Collaboration scripts; Collaboration skills; Computer-supported collaborative learning; Domain-specific knowledge; Socio-cognitive scaffolding; Transactivity |
| url | https://eprints.nottingham.ac.uk/52513/ https://eprints.nottingham.ac.uk/52513/ https://eprints.nottingham.ac.uk/52513/ |