Research Evidence on the Impact of Technology-Enhanced Collaboration Scripts on Learning

This work summarizes key findings of current research in the CSCL domain as a contribution to the construction of a consistent theoretical framework that encapsulates the multifaceted aspects of scripted collaboration (proposed as a “script theory of guidance”). Based on field research evidence, four principles are suggested and discussed, namely “Script Appropriation”, “Role as Script Configuration Cue”, “Coercion on Explicitness” and “Task to foster Transactivity” principles. The key conceptualization set forth by these principles is that: (a) learners’ implementation of a script is a socially negotiated process; (b) a role assigned to a student may also affect other partners’ internal script induction/configuration; (c) teachers’ interventions to coerce students on being explicit and implement ‘transactivity fostering’ tasks may have a significant impact on learning outcomes. These conclusions are also discussed from the perspective of system designer as guidelines toward developing researchinformed efficient technology tools for scripted collaboration.