Fading scripts in computer-supported collaborative learning

Abstract

Computer-based collaboration scripts constitute a form of distributed control and disburden the learners from the regulation of their performance, which they must internalize in order to acquire cognitive skills such as argumentation. Accordingly, without further support, e. g. by distributed monitoring by a learning partner, fading may be ineffective. Therefore we examined whether fading fosters skill acquisition only in combination with collaborative support. In an experimental study with the factors fading and distributed monitoring, learners were supported in an online discussion forum by a collaboration script for the production of counterarguments. Results show that fading fostered the acquisition of declarative knowledge about argumentation only in combination with distributed monitoring, whereas with regard to procedural knowledge about argumentation there were no differences. These results indicate that fading supported by aspects of computer-supported collaboration can increase the effectiveness of fading for skill acquisition even in early stages of skill acquisition.

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