Abstract
Collaboration is an important problem-solving skill; however, novice collaboration generally benefits from some kind of support. One possibility for supporting productive conversations between collaborators is to encourage pairs of students to provide explanations for their problem-solving steps. To test this possibility, we contrasted individuals who were instructed to self-explain problem-solving steps with dyads who were instructed to jointly explain problem-solving steps in the context of an intelligent tutoring system (ITS). The results suggest that collaboratively developed explanations prompted students to remediate their errors in dialog, as opposed to relying on the ITS for assistance, which is provided in the form of on-demand hints. The paper concludes with a discussion about implications for combining proven learning interventions.
Original language | English (US) |
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Title of host publication | Computer-Supported Collaborative Learning Conference, CSCL |
Pages | 327-334 |
Number of pages | 8 |
Edition | PART 1 |
State | Published - 2008 |
Externally published | Yes |
Event | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008 |
Other
Other | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 |
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Country/Territory | Netherlands |
City | Utrecht |
Period | 6/23/08 → 6/28/08 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education