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Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning
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| Pengarang | : | Pertiwi, DewiOwen M. Harney, Michael J. Hogan, Sarah Quinn |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 12 (No. 3) |
| Halaman | : | 307-366 |
| Abstrak | : | In a society which is calling for more productive modes of collaboration to address increasingly complex scientific and social issues, greater involvement of students in dialogue, and increased emphasis on collaborative discourse and argumentation, become essential modes of engagement and learning. This paper investigates the effects of facilitator-driven versus peer-driven prompts on perceived and objective consensus, perceived efficacy, team orientation, discomfort in group learning, and argumentation style in a computer-supported collaborative learning session using Interactive Management. Eight groups of undergraduate students (N = 101) came together to discuss either critical thinking, or collaborative learning. Participants in the facilitator-driven condition received prompts in relation to the task from a facilitator throughout the process. In the peer-driven condition, the facilitator initially modelled the process of peer prompting, followed by a phase of coordinating participants in engaging in peer prompting, before the process of prompting was passed over to the participants themselves. During this final phase, participants provided each other with peer-to-peer prompts. Results indicated that those in the peer-driven condition scored significantly higher on perceived consensus, perceived efficacy of the IM methodology, and team orientation. Those in the peer-driven condition also scored significantly lower on discomfort in group learning. Furthermore, analysis of the dialogue using the Conversational Argument Coding Scheme revealed significant differences between conditions in the style of argumentation used, with those in the peer-driven condition exhibiting a greater range of argumentation codes. Results are discussed in light of theory and research on instructional support and facilitation in computer-supported collaborative learning. |
Pictures at an Exhibition: Conflicting Pressures in Museums and the Display of Art
| Pengarang | : | Clarence Goh...[et al.],Victoria D. Alexander |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-4, JANUARY (No. 4) |
| Halaman | : | 797-839 |
| Abstrak | : | Organizations face pressures from their environments. When external pressures conflict with each other or with internal desires, organizational personnel face dilemmas. This article examines conflicting pressures in a setting where they are particularly salient: art museums. Various stakeholders, notably external funders and museum curators, press for specific organizational outpus-that is, particular types of exhibitions. This research examines the format and content of exhibitions from large American museums to gauge the effect of funding. The research demonstrates that funders' importance increased between 1960 and 1986. Funder tastes are translated into exhibitions; however, museum manager use several strategies to retain their autonomy and legitimacy. |
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters
| Pengarang | : | Herda, David N. ,Lauck, John R |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 12 (No. 3) |
| Halaman | : | 281-305 |
| Abstrak | : | Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners with more than one scaffold may be overwhelming, especially when these scaffolds are presented at the same time in the learning process and when learners’ individual learning prerequisites are suboptimal. The present study therefore investigated the effects of the presentation sequence of introducing two scaffolds (collaboration script first vs. heuristic worked examples first) and the fading of the primarily presented scaffold (fading vs. no fading) on the acquisition of dialogic and dialectic MAS of participants of a preparatory mathematics course at university. In addition, we explored how prior knowledge and working memory capacity moderated the effects. Overall, 108 university freshmen worked in dyads on mathematical proof tasks in four treatment sessions. Results showed no effects of the presentation sequence of the collaboration script and heuristic worked examples on dialogic and dialectic MAS. Yet, fading of the initially introduced scaffold had a positive main effect on dialogic MAS. Concerning dialectic MAS, fading the collaboration script when it was presented first was most effective for learners with low working memory capacity. The collaboration script might be appropriate to initially support dialectic MAS, but might be overwhelming for learners with lower working memory capacity when combined with heuristic worked examples later on. |
Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study
| Pengarang | : | Piia NaykkiJaana, IsohatalaPaivi Hakkinen |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 12 (No. 3) |
| Halaman | : | 251-279 |
| Abstrak | : | This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six weeks environmental science course. The script divided the group work into three phases, namely: the orientation phase, intermediate phase, and reflection phase. The script was put in use by prompting questions that were delivered to the students on tablets. Question prompts instructed groups to plan their collaborative processes, and to stop and reflect on the efficiency of their strategies and outcomes of their learning process. The data were collected by videotaping the groups’ face-to-face work and analysed by focusing on verbalised monitoring interactions. More active and less active script discussions were differentiated in terms of the length and the quality of discussion. The results show that the macro script was used more thoroughly at the beginning of the group activities for orientation than for coordinating the progress or reflecting on the performance. Active script discussions involved more monitoring activities, especially providing socio-emotional support. Once socio-emotional support was stimulated in the more active script discussion, it tended to follow-up during the task work. It can be concluded, that the groups appropriated the script differently in different situations and with varied success. The implications of facilitating socio-cognitive and socio-emotional monitoring in collaborative learning are discussed. |
Group Threat and Regional Change in Attitudes Toward African-Americans
| Pengarang | : | Lincoln Quillian |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 102-3, NOVEMBER (No. 3) |
| Halaman | : | 816-860 |
| Abstrak | : | Using survey data from the GSS 1972-91, the author assesses several possible causes of regional differences and temporal change in white racial attitudes. The study concludes that (1) support for racetargeted policies has not changed over birth cohorts, (2) changes in individual characteristics explain only a small portion of the decline in traditional prejudice over birth cohorts, (3) the influence of education on racial attitudes has been increasing over birth cohorts, and (4) percentage black and average per capita income are good predictors of racial attitudes and explain a portion of the North/South gap and the change over time in prejudice. |
Vicarious Violence: Spatial Effects on Southern Lynchings, 1890-1919
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 102-3, NOVEMBER (No. 3) |
| Halaman | : | 788-815 |
| Abstrak | : | This article considers what effect lynchings in one location had on lynchings elsewhere. The "contagion" model predicts that lynchings in one area increased the probability of lynchings in nearby areas, while the "deterrence" model expects the probability of lynchings in a given locale to decline when lynchings occurred elsewhere. County-level data for 10 southern states yield strong evidence of a negative spatial effect for three time periods (1895-99, 1905-9, and 1915-19) consistent with the deterrence model. Two interpretations for this spatial effect are: (1) whites were satisfied that local blacks were sufficiently threatened by nearby lynchings; (2) blacks altered their behavior to minimize conflict with local whites. |
Cracking her codes: understanding shared technology resources as positioning artifacts for power and status in CSCL environments
| Pengarang | : | Amber Simpson, Nicole Bannister, Gretchen Matthews |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 12 (No. 3) |
| Halaman | : | 221-249 |
| Abstrak | : | There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning gains, higher engagement in the thinking of their peers, and an enthusiastic disposition toward groupwork. However, student participation varies from group to group, even in contexts where students and teachers have had extensive training in working together. In this study, we use positioning theory and interaction analysis to conceptualize and investigate relationships between student interactions across two partner pairs working with technology in an all-female cryptography summer camp and their negotiated positions of power and status. The analysis resulted in uneven participation patterns, unequal status orderings, and an imbalance of power in both comparison cases. We found a reflexive relationship between partner interactions around shared technology resources and negotiated positions of power and status, which leads us to conclude that interactions around technology function as an important indicator of negotiated positionings of power and status in CSCL settings, and vice-versa. With that said, we found qualitative differences in the ways emergent status problems impacted each team’s productivity with the cryptography challenge, which has important implications for future research on CSCL settings and classroom practice. |
Are the Rumors of War Exaggerated? Religious Orthodoxy and Moral Progressivism in America
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 102-3, NOVEMBER (No. 3) |
| Halaman | : | 756-787 |
| Abstrak | : | Contrary to the popular metaphor of "culture war," the authors find that Americans in a national survey are not divided into religious camps with opposed positions on a broad range of issues. The political conservatism of the religiously orthodox relative to theological progressives is limited to issues of schooling, sexuality, reproductive rights, and the gendered division of labor. the orthodox are no more conservative than progressives on issues concerning racial equality, and, in part because they draw disproportionately on the disadvantaged of society, the orthodox are more liberal than moral progressives on many economic issues. |
Divisive or facilitative: The two faces of technology in CSCL
| Pengarang | : | Carolyn P. RoseSten Ludvigsen |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 12 (No. 3) |
| Halaman | : | 215-220 |
| Abstrak | : | This edition of the CSCL journal includes four articles covering a diversity of methodologies and subject-matter domains. We may view technology used in the midst of collaboration as having two opposing faces, alternatively divisive or facilitating. With each passing fad, it is tempting to think of new technologies in terms of the potential for positive impact they may have. Nevertheless, in response to waves of hype that come and go, in this journal there have been strands in which even the concept of media effects itself has been challenged, and the take-home message for us is that affordances are created through design to the extent that appropriate principles have been applied in an effective way. Now we consider another side: the role of the student in either taking up or transforming the affordances that were intended by the designers, potentially in ways that are contrary to the intention. In particular, the first article exposes one face of technology: investigating the extent to which social positioning around technology may be divisive in that it offers an opportunity for vying for power differentials in interaction. Here we do not blame the technology or even the design, but we explore how the students who interact around the technology may orient towards it in a dysfunctional way. The later three articles cast technology in a more typically positive light, investigating technology as scaffolding in the form of three different types of script-based support. |
Have American's Social Attitudes Become More Polarized?
| Pengarang | : | Paul DiMaggio |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 102-3, NOVEMBER (No. 3) |
| Halaman | : | 690-755 |
| Abstrak | : | Many observers have asserted with little evidence that Americans' social opinions have become polarized. Using General Social Survey and National Election Survey social attitude items that have been repeated regularly over 20 years, the authors ask (1) Have Americans' opinions become more dispersed (higher variance)? (2) Have distributions become flatter or more bimodal (declining kurtosis)? (3) Have opinions become more ideologically constrained within and across opinion domains? (4) Have paired social groups become more different in their opinions? The authors find little evidence of polarization over the past two decades, with attitudes toward abortion and opinion differences between Republican and Democratic party identifiers the exceptional cases. |