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The impact of scripted roles on online collaborative learning processes

  • Francesca Pozzi
Article
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Abstract

This paper illustrates the experience gained within an online course, where a collaborative technique, namely Role Play, was used within an asynchronous text-based environment to trigger collaboration and interactions among students. In a pilot study, the technique was analyzed using an evaluation model and two different means: on the one hand, the content analysis carried out by the researchers of the messages exchanged by the students during the Role Play; on the other, a questionnaire aimed at investigating students’ impressions concerning the technique itself. The aim of the study is twofold: to understand the impact of the proposed roles on the online learning process, and to investigate whether roles facilitated members’ awareness of the overall process itself.

Keywords

CSCL Collaborative technique Role play Scripted roles Evaluation 
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Copyright information

© International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC 2011

Authors and Affiliations

  1. 1.Istituto Tecnologie Didattiche—CNRGenoaItaly

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