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The Impact of Scripted Roles on Online Collaborative Learning Processes
ARTICLE

IJCCL Volume 6, Number 3, ISSN 1556-1607

Abstract

This paper illustrates the experience gained within an online course, where a collaborative technique, namely Role Play, was used within an asynchronous text-based environment to trigger collaboration and interactions among students. In a pilot study, the technique was analyzed using an evaluation model and two different means: on the one hand, the content analysis carried out by the researchers of the messages exchanged by the students during the Role Play; on the other, a questionnaire aimed at investigating students' impressions concerning the technique itself. The aim of the study is twofold: to understand the impact of the proposed roles on the online learning process, and to investigate whether roles facilitated members' awareness of the overall process itself.

Citation

Pozzi, F. (2011). The Impact of Scripted Roles on Online Collaborative Learning Processes. International Journal of Computer-Supported Collaborative Learning, 6(3), 471-484. Retrieved February 28, 2020 from .

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