Judith Schoonenboom

The effect of a script and a structured interface in grounding discussions

This study focuses on how to support students who have to work together in small groups, and who do not know each other, in performing grounding discussion. It compares two different implementations of a script, one using a structured interface, one using a textual instruction, on students’ discussion behavior. The experiment involved two grounding discussions that were performed by 42 students from several countries, working together at a distance in small international groups of four to six students. Our main hypothesis was that the script would lead to better grounding discussions, and that the structured interface would strengthen the effect of the script. Several qualitative and quantitative analyses showed that (1) the script led to more and longer input to the discussion, more discussions, and the structured interface led to even longer inputs; (2) the script led to more effort on the grounding discussions, compared to other course components; and (3) the script led to better adherence to the order of course components, with the structured interface having an additional effect.

Supporting Distance Learning Activities and Social Interaction: A Case Study

The success of Web 2.0 technologies in providing support for social interaction in educational spaces depends on how learning environments benefit from the affordances of Web 2.0 services. These services can be combined with the management of learning activities as done by IMS Learning Design (IMS LD) compliant systems. In this paper, we analyze the ability of an integrated system (blog, forum, and IMS LD activities) to instigate and support learner activity and interaction with other members of the learning network. This analysis takes the form of a case study in which a small professional learning community uses the integrated system. Four different aspects are studied in this case: The role of the tutor, the role of socially outgoing learners, the influence of the adopted educational approach, and the systems components. The paper explains how each of these aspects can play a role in augmenting learner activity and interaction, and consequently incrementing the success of learning systems.

The Role of Competence Assessment in the Different Stages of Competence Development

This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process with distinct stages, and that the assessment forms and the roles taken on by those involved in the process depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner performs competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.

A Model for Determining the Size of Learning Objects

This paper starts with an attempt to apply the few principles for determining the size of learning objects (LOs) in the literature to a collection of ten mainly Dutch successful learning object practices. From this attempt, a more elaborate model is developed in which LO size is jointly determined by three factors: (1) surface learning versus deep learning (2) resources versus LOs that are passed through (3) arrangement of meaningful units is done within versus outside the LO. These three factors determine (1) the appropriate size of the LOs, (2) the homogeneity of the collection of LOs, (3) the principles that apply in developing the LOs: either Agreement on pedagogy or the following principle: keep the objects as big as possible, unless its parts will be used separately.