This document outlines a proposed experimental study to examine the effects of scripts on collaborative learning in a computer-supported collaborative learning (CSCL) environment. The study would involve forming homogeneous student groups with and without scripts to guide their virtual group formation and problem-solving processes. Dependent variables like coordination activities, discourse quality, collaborative outcomes and post-test performance would be measured and compared between the scripted and non-scripted groups. The goal is to determine if scripts can facilitate group formation and enhance collaboration in online discussions.

1. The importance of scripts in
CSCL
EP Presentation by Satu Salmela
and Laura Palmgren-Neuvonen

2. Background in a nutshell ...
Forming a learning community is crucial for CSCL
to
start virtual discussions and knowledge
construction
gain deeper-level discussion and shared
understanding
=> proper scripts are needed to enable an easier
group forming!

3. ... Background in a nutshell
In virtual learning environments, we must
emphazise the importance of:
task settings and instructions
students' group forming
communication via web-based technology
information sources

4. Scripts
are guidelines, rules and structured tools that
assist learning = pedagogical infrastructure
have technical, social and pedagogic
components
help in new learning situations
guide/force students to follow certain phases
towards the wanted results
Problems: overscripting, careful planning
needed, conflicts between external & internal
scripts, technological problems

5. Research questions
Group forming is seen as the critical phase in CSCL
as the core of collaborative learning is to work as a
group => we wanted to study:
if group forming can be facilitated by properly
designed scripts
whether of not scripting can enhance
collaboration when students are using online
discussion tool
in what extend collaboration scripts have effects
A) on discourse processes
B) on knowledge acquisition.

6. Hypothesis
Process oriented hypothesis
A1) Groups supported by the scripts show a lower
amount of coordinative activites than the groups
without scripts
A2) Groups supported by the scripts have a higher
quality of discourse than the groups without
Outcome oriented hypothesis
B1) Groups supported by the scripts find their
collaborative outcome better than the groups
without B2) Groups supported by the script show
better outcome in the posttest than the groups
without

7. Experimental design
is performed in a timeline of one week for all
groups by means of online discussions
two test groups with scripts
two control groups without
takes place in virtual environment (Edmodo)
with no physical contant between participants
and tutors
is observed and recorded with screen
recording program (Camtasia Record)

9. Timetable
Introductory explanations/ 45 min video
conference
Pretest / 10 min
Introduction to Edmodo / 15 min
Individual learning sequence/ 30 min
guidelines (script/no script) for group forming
Cooperative study sequence part I/ 2 days.
group forming is performed and observed
Cooperative study sequence part II/ 2 days
collaborative group task
Posttest, webbased inquiry/ 15-30 min
Feedback sequence/10 min

10. Experimental variation
Homogeneous groups (4)
2 test groups have scripts to support virtual group
forming and problem solving process
2 control groups will go without scripts
The learning task, timeline, participants' background
and other conditions are the same for all groups

11. Dependent variables
lower amount of coordinative activites
deeper argumentative discourse
better collaborative outcome
better performing in posttest
are to be measured by means of process
analysis of the discourse
data source is Edmodo discussions
screen recording

12. Independent variable
is the script for group forming
external guidelines planned and carried out
in the learning environment
micro scripts for the interaction process
macro-scripts to enable higher-level
conditions in which collaborative activity is
likely to appear

13. Open questions in our EP
Too small sample of participants for a
quantitative experiment
Can virtual collaboration be regarded as a
laboratory experiment?
Have we understood the metodology of EP?

14. Reflection about the course in gene
Difficulties to understand the articles which were
quite complicated English
Due to lack of a proper introductory lecture the
method and how to design the experiment
remained unclear
The deadlines were clear but why nobody
controlled the success of all groups - more
scaffold would have helped?
Wiki was not supporting a collaborative
discussion - was Onlinr used?? we are not many
still working, so more communal conversation
would be good for peer support