Analyzing the role of students' self-organization in a case of scripted collaboration

This work analyzes a case of computer-supported scripted collaboration, focusing on how students’ self-organization affected the actual collaboration script during script run-time. Two groups of students studied learning material using a web environment designed for supporting case-based learning. The first group followed a non-scaffolded individual mode of study while students in the second group were guided by a collaboration script to work (in dyads) on the case material. Statistical analysis indicated no significant differences in the learning outcomes of the two groups. Qualitative analysis (based on students’ interviews and field observations) revealed that students’ self-organization resulted to a broad range of actual script implementation ranging from full conformance to partial violation of the script guidelines. The paper discusses the sociocognitive role of students’ self-organization during scripted collaboration and presents suggestions for the teacher and CSCL designer in order to enhance the engagement of collaborating students to productive learning interactions.