caa a22 4500 463209842 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070101xx s 000 0 eng 10.1007/s11251-006-9003-4 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9003-4 Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction [Elektronische Daten] [Nadira Saab, Wouter van Joolingen, Bernadette van Hout-Wolters] We present a study on the effect of instruction on collaboration in a collaborative discovery learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15-17) receiving this instruction was compared to a control group. The learners worked in dyads on separate computers in a shared discovery learning environment in the physics domain of collisions, communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the learning environment and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved discovery learning activities, as expected, although no direct effect on discovery learning results was found. This study shows the benefits of providing instruction on effective communication and the learning process in a collaborative discovery learning situation. Springer Science+Business Media, Inc., 2006 CMC nationallicence collaborative discovery learning nationallicence computer-mediated communication nationallicence teaching/learning strategies nationallicence interactive learning environments nationallicence simulations nationallicence instruction nationallicence Saab Nadira Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut van Joolingen Wouter Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut van Hout-Wolters Bernadette Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut Instructional Science Springer Netherlands 35/1(2007-01-01), 73-98 0020-4277 35:1<73 2007 35 11251 https://doi.org/10.1007/s11251-006-9003-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9003-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Saab Nadira Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- van Joolingen Wouter Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- van Hout-Wolters Bernadette Graduate School of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/1(2007-01-01), 73-98 0020-4277 35:1<73 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer