Guided collaboration and computers: Some of its effects on learning outcome

Authors

  • Rubén Darío Martínez Universidad Universidad Nacional de Mar del Plata
  • Elsa Inés Martin Universidad Universidad Nacional de Mar del Plata
  • Yolanda Haydeé Montero Universidad Universidad Nacional de Mar del Plata
  • María Eugenia Pedrosa Universidad Universidad Nacional de Mar del Plata

DOI:

https://doi.org/10.7203/relieve.10.1.4322

Keywords:

Collaborative learning, guided collaboration, computers, student roles, teacher roles, motivation, metacognition

Abstract

The purpose of the study was to investigate the effects of different treatments on learning outcome, into a collaborative learning context. It was used a factorial design, consisting of two factors, each one with two categories. The first factor was to give students specific roles to play to guide the kinds of interactions and activities that students engage in, versus to allow students to make their own decisions about when and how to use the teacher instructions. The second one was to develop a simple hypertext, versus to write an extended essay. It was found that the factor 'specific roles' favored the learning outcome, whereas the factor 'hypertext development' was not statistically significant.

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Vol. 10 No. 1 (2004)

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Research Articles

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