CSCL 2020 test

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CSCL 2020 test

The test comprises of questions dealing with the contents of each material. Once number of the correct answers is 95 % (40 correct of questions in total), the test is passed, and you can continue to the collaboration phase.

In the end of the test you are requested to choose one of the four topic, which you are interested in and want to learn more about. You have to complete the test before collaboration phase begin. After studying all the materials, take a test. The test comprises of questions dealing with the contents of each material.

Once number of the correct answers is 95 % (40 correct answers of 43 questions), the test is passed, and you can continue to the collaboration phase. In the end of the test you are requested to choose one of the four topic, which you are interested in and want to learn more about.

According to Boekarts and Pekrun (2015) regulation of motivation include two strategic activities which are planning and assessing. *

1 point

True

False

What is the purpose of scripts? *

1 point

To specify, sequence, and distribute roles and activities among a group of (online) learners.

To guarantee superior group performance and individual learning outcomes.

To motivate learners and enhance positive emotions in CSCL.

To make the tasks easier for learners in CSCL.

According to Kollar, Fischer and Hesse (2006), collaboration scripts for computer-mediated learning tend to share the objective of facilitating smooth communication and coordination between learners *

1 point

True

False

Sosio-emotional processes in collaborative learning does NOT include *

1 point

equal participation.

confidential group atmosphere.

shared responsibility.

joint sense of humor.

According to Kollar, Fischer and Hesse (2006), collaboration scripts for face-to-face learning often focus on individual, high-level cognitive and metacognitive processes *

1 point

True

False

What are the central conceptual components of collaboration scripts (Kollar, Fischer & Hesse, 2006)? *

1 point

Learning objectives, type of activities, sequencing features, role distribution, and type of representation

Play, scene, role, and transactivity

Motivation, volition, orchestration, and scaffolding

Participation, claim, ground, and qualification

What other things than verbal interaction would influence on metacognition? *

1 point

Only task difficulty.

Only the quality of interaction.

Only non-verbal interaction.

All above mentioned things together: task difficulty, the quality of interaction and non-verbal interaction.

The first pitfall to successful social interaction is the assumption that social interaction will automatically happen in CSCL environment. *

1 point

True

False

Which one of the following was not included in Hurme’s and her colleagues article in the process of socially shared metacognition? *

1 point

A group member sends a metacognitive regulation message that aim to advance or proceed the collaborative problem solving.

The metacognitive regulation message takes effect in group problem-solving

The other group members acknowledge the message but exclude the message in discussions.

The metacognitive regulation message is taken into further consideration and the group members develop further the idea presented in it.

Which one of the following statements is not characterizing metacognitive experience? *

1 point

I know the answer but I can’t recall it right now.

I’m late.

I’m really confident that my answer is correct.

This task is too difficult for me but luckily my group members have some further knowledge to advance the task.

What is transactivity? *

1 point

The active process of sharing motivation within a collaborative group.

A type of collaboration script that aims to facilitate coordination and communication between learners.

The extent to which learners participate equally within a group.

The extent to which learners build on others’ reasoning and potentially arrive at a shared understanding.

Cognitive messages in asynchronous interaction (article Hurme et al., 2009) are messages that relate to mathematical problem solving. *

1 point

True

False

Which of the following was not identified as social message (article Hurme et al., 2009)? *

1 point

“Let’s try again- have strength!”

“...aha…”

“I’ve tried to work it out but could someone slower be the last on in the end”

“Ok, let’s try”

What are the dimensions of the framework for the analysis of argumentative knowledge construction in CSCL (Weinberger & Fischer, 2006)? *

1 point

Cognitive, metacognitive, coordination and motivation

Participation, transactivity, knowledge construction, and discussion

Participation, epistemic, argument, and social modes of co-construction

Procedural, epistemic, communication, and social modes of analysis

In a person-plus system, what component has metacognitive control (executive function) over the system? *

1 point

The individual learner

The surround

Both internal and external scripts

All of the above

In the study of Kreijns & al. (2014) social presence was operationalized with three categories. Which one is not included to them: *

1 point

open communication

affective expression

group cohesion

productive interaction

In which aspects of learning are the following challenges considered? 1) Lack of communication or communication is dysfunctional; 2) difficulties in understanding one another’s thinking and use of concepts; 3) different goals, priorities and expectations within the group towards group activities *

1 point

1= cognitive; 2= socio-emotional; 3= motivational

1= motivational; 2= cognitive; 3= socio-emotional

1= socio-emotional; 2= cognitive; 3= motivational

1= cognitive; 2= motivational; 3= socio-emotional

Other:

Co-regulation refers to a situation where a learner is controlling another person’s emotional or motivational processes. *

1 point

True

False

Which of the following is a common problem of CSCL *

1 point

Little argumentative competence

Knowledge divergence

Free-riding

All of the above

What type of script has been shown to increase the transactivity of learners’ discussions? *

1 point

Peer-review script

Epistemic script

Argumentation script

Jigsaw script

Motivation theories are involved in describing *

1 point

why feedback is essential for academic learning.

why and how learners invest effort in academic learning.

how group members contribute to joint learning outcomes.

how learners’ feelings affect to their academic engagement.

The task difficulty influences to the occurence of metacognition. *

1 point

True

False

According to Iiskala et al. (2011) socially shared metacognition can not be reduced to the individual level only. *

1 point

True

False

It has been conceptualized “as a process of engagement and participation in a social activity, which is situated and dynamic—not decontextualized and static—because it is ongoing, constantly shaped, and reshaped as the activity unfolds” (Järvelä et al., 2010). Which concept is defined in this statement? *

1 point

Self-efficacy

(Meta)cognition

Motivation

Goal orientation

Which is NOT one of the four phases of group forming according to Tuckman *

1 point

Adjusting

Storming

Norming

Performing

If a student wants to “acquire and provide social support” and “focus on emotional features of the situation (concentration)” within collaborative learning situations, which regulation of emotions strategies does this student use respectively? *

1 point

Situation modification- Situation selection

Response modulation- Attentional deployment

Response modulation-Re-appraising

Situation selection- Situation modification

According to Slavin’s meta-analysis, under which two conditions is collaborative learning superior to individual learning? *

1 point

Individual responsibility and group reward

Equal participation and individual grading

Heterogeneous group and heterogeneous prior knowledge

High motivation and scaffolding

How can the problems regarding over-scripting be attenuated? *

1 point

Not providing external scripts to learners with unspecific or dysfunctional internal scripts.

Using adaptive scripts that fade out as learners develop their own internal scripts.**

Increasing the degree of coercion as learners become more proficient.

Keeping the same scripts throughout the learning process.

The community of inquiry framework is a synonym to social presence. *

1 point

True

False

Which one of the following is NOT regulation of cognition? *

1 point

Completing the exam requires me to have enough time for writing the essay.

My solution is wrong, I need to try an alternative approach for solving this problem.

This task type is a mathematical puzzle - I have solved this kind of task before.

At first, I’m going to learn the basic concepts and after that, I will write down the main points by using my own words.

Which one of the sentences is not supported by the research findings on the core reading articles? processes? *

1 point

Metacognitive experiences can trigger metacognitive regulation.

Metacognitive experiences can influence on interacting partners’ metacognition.

Individual’s metacognitive experiences could be decreased during the collaboration.

Metacognitive experiences have some effect on individual’s metacognition but has nothing to do with socially shared metacognition.

Which one of the following is NOT metacognitive knowledge? *

1 point

I’m better in math problem solving than writing an essay.

To solve this problem, I need to combine the given information

I don’t have enough time to finish the exam

It’s easier to use your own wordings than try to repeat the text word-to-word.

Does the core reading materials emphasize socially shared metacognition to have two main components: knowledge about and regulation of shared cognitive processes? *

1 point

Yes, both research results address this issue.

No, researchers have mainly focused on understanding how metacognition could become socially shared.

Yes, based on the both articles it can be argued that socially shared metacognition does not differ from individual metacognition.

No, researching shared metacognitive knowledge would require different research designs than presented in core reading materials.

What is the difference between cooperative and collaborative learning? *

1 point

They are synonyms.

In collaborative learning, learners work together on a single task, interacting and discussing. In cooperative learning, learners work on sub-tasks that are later put together as a group outcome

In collaborative learning, learners work together in a computer-mediated learning environment. In cooperative learning learners work together face-to-face.

In cooperative learning, learners work together on a single task, interacting and discussing. In collaborative learning, learners work on sub-tasks that are later put together as a group outcome.

What is the main potential of CSCL? *

1 point

The opportunity to participate in argumentative discourse and to elaborate transactive arguments.

The opportunity to receive peer-feedback on learning products

The opportunity to interact with the latest technologies for online learning

The opportunity to receive lectures from all over the world.

Macro scripts are often used to... *

1 point

distribute roles for each group member

specify learning activities within groups of learners

elicit argumentation through the use of prompts

orchestrate different learning arrangements

Which one of the topics is not included in Iiskala et al. (2011) definition of high-level collaborative processes? *

1 point

Co-construction of meaningful knowledge.

Sharing of justifications.

Exchanging ideas.

Identifying relations.

According to the definitions, metacognition consist of two main components: *

1 point

Knowledge about and regulation of regulation.

Knowledge about and regulation of cognitive processes.

Individual’s cognitive processes and emotions.

There are so many components that naming just two is impossible.

Which one of the following is NOT one of the instructional design principles of collaboration scripts (Weinberger, 2011)? *

1 point

Eliciting joint attention.

Regulation of learning activities.

Complementary procedural knowledge

Substitution of coordination efforts

Social presence covers degree of participation and social interaction among group members. *

1 point

True

False

During an asynchronous interaction (i.e. by writing messages in a CSCL platform), (individual) metacognition can become visible: *

1 point

If a learner reports his/her own thinking, i.e. “..I think, otherwise this would be too easy.”

If all group members response “ok”

Responses are not related to the previous discussion.

If a learner reports his/her calculus results, i.e. “I got 19 minutes”

Socio-cognitive conflict and constructive conflict are synonyms. *

1 point

True

False

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