Practical Evaluation of CSCL System for Emergent Division of Labor

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  • INAGAKI Shigenori
    Faculty of Human Development, Kobe Universit
  • YAMAGUCHI Etsuji
    Faculty of Education and Culture, University of Miyazaki
  • DEGUCHI Akiko
    Graduate School of Cultural Studies and Human Science, Kobe University:Research Fellow of the Japan Society for the Promotion of Science
  • FUNAOI Hideo
    Graduate School of Engineering, Hiroshima University
  • MOCHIZUKI Toshio
    Center for Research and Development of Higher Education, The University of Tokyo
  • SUZUKI Hideyuki
    Faculty of Humanities, Ibaraki University
  • KATO Hiroshi
    Division of R & D, National Institute of Multimedia Education

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  • 創発的分業を支援するCSCLシステムの実践的評価
  • ソウハツテキ ブンギョウ オ シエンスル CSCL システム ノ ジッセンテキ ヒョウカ

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Abstract

Kneading Board is a system that assists learners' emergent division of labor in the form of collaborative learning. In science education, collaborative learning is attracting the attention of many teachers who are attempting to use it through information technology. Kneading Board enables semantic network representation similar to that in conventional systems for concept mapping, with enhancement of collaborative creation and cross-referencing features. It can be assumed, therefore, that teachers can make effective use of Kneading Board in science classes. In this study, to examine the effectiveness of this system, we conducted a experimental lesson and analyzed learners' practices. Kneading Board was introduced into a class of 38 sixth-graders in an elementary school affiliated to a university. The lesson, "Anatomy and Physiology of the Human Body," took a total of 15 hours. Two or three learners shared each PC, and four or six learners collaboratively created a semantic network. Various types of data were collected from the class, and then analyzed. We obtained the following three findings : (1) Analysis of operations recorded by the system revealed that learners frequently used Kneading Board's ability to assist in collaborative creation and cross-referencing ; (2) Analysis of video records of learners' verbal and nonverbal actions revealed that various features of Kneading Board assisted in the emergence, maintenance and reorganization of division of labor ; and (3) Analysis of answers to the questionnaire and interviews revealed that learners were using Kneading Board happily and recognized it as a useful and easy-to-operate learning tool. They highly evaluated that through the use of Kneading Board, they could increased their awareness of each other's collaborative behavior.

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