Istituto per le Tecnologie Didattiche     
Pozzi F. The impact of scripted roles on online collaborative learning processes. In: International Journal of Computer-supported Collaborative Learning, vol. 6 (3) pp. 471 - 484. Springer, 2011.
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.
URL: http://www.springerlink.com/content/7757077m35567012/
DOI: 10.1007/s11412-011-9108-x
Subject collaborative learning
collaborative techniques
Computer Supported Collaborative Learning (CSCL)
Role Play
scripted roles

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