New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M_age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

中文翻译：

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通过指导和联合反思提高职业学生合作和知识获取的质量

新的社会需求要求学校培训学生的协作技能。但是，到目前为止，研究主要集中在促进合作以促进知识获取上，很少提供如何训练学生的合作技能的见解。这项研究证明了采用常规和在线工具组成的教学方法对学生合作质量和知识获取的积极影响，该方法通过采用自我和同伴评估以及目标设定来促进学生对协作行为的共同反思。教学和协作反映工具均旨在提高学生对有效协作特征（RIDE规则）及其自身协作行为的认识。一年级技术职业学生（N  = 198，M_年龄 = 17.7岁）在计算机支持的协作学习环境（CSCL）中研究与电力有关的异质三合会。他们收到了1）关于协作和在线协作反映工具的常规说明，2）仅协作说明，或3）没有协作说明，也没有工具。对聊天数据（n  = 92）和知识测验（n  = 87）的分析表明，就工具条件而言，该教学的学生在协作行为和领域知识方面的表现均优于其他学生。