Collaborative Drawing

Last week the first results of the collaborative drawing study were presented and discussed at the MUPEMURE (MUltiple PErspectives on MUltiple REpresentations) workshop at the Alpine Rendez-Vous 2011.

Below you will find a short overview of the study and the presented results:

Participants: Ninety-four fifth-grade, aged 10‐11 students participated in this study. Participation was part of their regular classroom activities. For the experiment, students were randomly paired within their own class and assigned to three conditions resulting in forty-seven dyads. Students used a computer based drawing tool to work on a drawing assignment on the topic of photosynthesis. Dyads were assigned to one of the three conditions described below.

Design of the study: In a pre‐test / post‐test 2×2‐design with the factors awareness feature (with versus without) and script (with versus without), these students were randomly assigned to three experimental conditions:
• Collaborative learning with a drawing tool (control condition)
• Collaborative learning with a drawing tool with awareness feature (awareness condition)
• Scripted collaborative learning with a drawing tool (script condition)

Measures: To measure the effect of the instructional interventions (awareness support, or script), learning outcomes were assessed using a concept recognition test and open recall questions. Furthermore, intermediate as well as final drawing will be scored. Students’ interaction with the drawing environment as well as their verbal interaction will be recorded and scored.

Outcomes: Preliminary analysis of the data collected in the present study shows similar findings. Students in both experimental conditions outperformed their peers in the control condition. Dyads in the scripted condition made more annotations in their drawings. Furthermore, differences are expected with respect to the number of conceptual differences students discussed and the argumentation processes in the three conditions.

About Hannie

Hannie Gijlers (1975) studied Educational Science at the University of Groningen. In august 2000 she graduated on the implementation of self regulated learning in secondary schools. Subsequently she got a PhD position at the University of Twente where she worked on computer supported collaborative inquiry learning in science. The main question guiding her PhD project was; How to create a computer supported learning environment that effectively supports collaborative inquiry learning in science. Hannie continued her research in the field of collaborative learning. In her current research project she is investigating how joint representations facilitate collaborative knowledge construction.
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