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Examine the effect of Scripted Computer Supported Collaborative Learning on composition writing: A case study on a Chinese language class of primary four students in a Singapore primary school
Citation
Lim, F. M., Tan, J., & Li, X. (2020). Examine the effect of Scripted Computer Supported Collaborative Learning on composition writing: A case study on a Chinese language class of primary four students in a Singapore primary school. In L.-H. Wong, H. Cheng, C.-P. Lin, R. Huang, S. Guo, & J. Guo (Eds.), Proceedings of the 24th Global Chinese Conference on Computers in Education (GCCCE 2020) (pp. 907-914). Northwest Normal University.
Author
Lim, Faith Mavis
•
Tan, Jesmine Sio Hwee
•
Li, Xiang
Abstract
This study aimed to examine the effect of Scripted Computer-Supported Collaborative Learning (CSCL) on students’ individual writing. The Spiral Model of Collaborative Knowledge Improvement (SMCKI) pedagogical approach (Chen, Zhang, Wen, Looi & Yeo, 2019) was employed as the CSCL script to support the CSCL environment. Being exploratory in nature, a one-group pretest-posttest experimental design was employed. Two cycles of intervention were administered to the experimental class. During each cycle, the students engaged in collaborative learning (CoL) process through the five-phase SMCKI to construct three elements of the descriptive writing, namely speech, action, and emotion-based on a picture stimulus. Commencing with the phase 1 individual ideation, followed by phase 2 intra-group synergy, each member with the group explored upon the writing ideas populated by each member and fine-tuned the posts. Phase 3 inter-group critique leverage on class-level effort to feedback on the group effort of the descriptive writing elements. Phase 4 intra-group refinement reconvene within-group effort to refine the writing elements based on feedback from other groups. Concluding one cycle is the final phase where students consolidate all learning into an individual writing. Multi-faceted data collected include pre-and post-survey, pre-writing, artefacts during the five-phase SMCKI and classroom observation video. Results revealed that the SMCKI script did help enhance students’ individual writing.
Date Issued
2020