In a society which is calling for more productive modes of collaboration to address increasingly complex scientific and social issues, greater involvement of students in dialogue, and increased emphasis on collaborative discourse and argumentation, become essential modes of engagement and learning. This paper investigates the effects of facilitator-driven versus peer-driven prompts on perceived and objective consensus, perceived efficacy, team orientation, discomfort in group learning, and argumentation style in a computer-supported collaborative learning session using Interactive Management. Eight groups of undergraduate students (N = 101) came together to discuss either critical thinking, or collaborative learning. Participants in the facilitator-driven condition received prompts in relation to the task from a facilitator throughout the process. In the peer-driven condition, the facilitator initially modelled the process of peer prompting, followed by a phase of coordinating participants in engaging in peer prompting, before the process of prompting was passed over to the participants themselves. During this final phase, participants provided each other with peer-to-peer prompts. Results indicated that those in the peer-driven condition scored significantly higher on perceived consensus, perceived efficacy of the IM methodology, and team orientation. Those in the peer-driven condition also scored significantly lower on discomfort in group learning. Furthermore, analysis of the dialogue using the Conversational Argument Coding Scheme revealed significant differences between conditions in the style of argumentation used, with those in the peer-driven condition exhibiting a greater range of argumentation codes. Results are discussed in light of theory and research on instructional support and facilitation in computer-supported collaborative learning.

中文翻译：

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研究点对点提示对协作论证，共识和协作学习中感知到的功效的影响

在一个社会中，需要更富有成效的合作模式来解决日益复杂的科学和社会问题，学生更多地参与对话，以及越来越重视协作性话语和辩论，已成为参与和学习的基本方式。本文研究了使用交互管理的计算机支持的协作学习会话中，主持人驱动和同伴驱动的提示对感知和客观共识，感知效能，团队定位，小组学习中的不适以及论证方式的影响。八组本科生（ñ = 101）一起讨论批判性思维或协作学习。在整个过程中，主持人驱动条件下的参与者都会收到来自主持人的有关任务的提示。在同伴驱动的情况下，主持人首先对同伴提示的过程进行建模，然后是一个阶段，即在参与者将提示过程传递给参与者本身之前，协调参与者参与同伴提示。在最后阶段，参与者互相提供了点对点提示。结果表明，在同伴驱动条件下，那些在共识，IM方法论的有效性和团队导向方面的得分明显更高。在小组学习中，处于同伴驱动状态的人在不适感方面的得分也明显较低。此外，使用“会话自变量编码方案”对对话进行的分析显示，在所使用的自变量类型方面，条件之间存在显着差异，而在同伴驱动条件下，则表现出较大范围的自变量代码。根据计算机支持的协作学习中的教学支持和促进的理论和研究讨论了结果。