caa a22 4500 463209893 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20071101xx s 000 0 eng 10.1007/s11251-007-9018-5 doi (NATIONALLICENCE)springer-10.1007/s11251-007-9018-5 ICT-support for grounding in the classroom [Elektronische Daten] [Pieter Beers, Paul Kirschner, Henny Boshuizen, Wim Gijselaers] More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated. This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground, and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex problem-solving, NTool may only affect surface aspects of communication. Springer Science+Business Media, Inc., 2007 Common ground nationallicence Negotiation nationallicence ICT-tools nationallicence Coercion nationallicence Secondary vocational education nationallicence Complex problem-solving nationallicence Beers Pieter Open Universiteit Nederland, Heerlen, The Netherlands aut Kirschner Paul Open Universiteit Nederland, Heerlen, The Netherlands aut Boshuizen Henny Open Universiteit Nederland, Heerlen, The Netherlands aut Gijselaers Wim Maastricht University, Maastricht, The Netherlands aut Instructional Science Springer Netherlands 35/6(2007-11-01), 535-556 0020-4277 35:6<535 2007 35 11251 https://doi.org/10.1007/s11251-007-9018-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-007-9018-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Beers Pieter Open Universiteit Nederland, Heerlen, The Netherlands aut NATIONALLICENCE 700 1- Kirschner Paul Open Universiteit Nederland, Heerlen, The Netherlands aut NATIONALLICENCE 700 1- Boshuizen Henny Open Universiteit Nederland, Heerlen, The Netherlands aut NATIONALLICENCE 700 1- Gijselaers Wim Maastricht University, Maastricht, The Netherlands aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/6(2007-11-01), 535-556 0020-4277 35:6<535 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer