Adaptive domain-specific support to enhance collaborative learning: Results from two studies

Abstract

Although "adaptivity" and "intelligence" have built a long tradition in technology systems for individual learning, it is only relatively recently that these ideas have entered the domain of computer-supported collaborative learning (CSCL). In order to investigate how and when adaptive interventions in CSCL settings are effective, we implemented two experimental research studies, using a freely available open source tool (LAMS), trying to identify the effectiveness of a particular adaptive domain-specific support strategy. In both studies, treatment student groups were supported by a domain-specific adaptive intervention, where control groups were supported by "fixed" support methods. The results from both studies revealed that treatment students outperformed those in the control group in domain knowledge acquisition. Overall, this paper presents the positive results of these two studies providing evidence that by implementing techniques of adaptive domain-specific support during a collaborative activity, instructors can substantially improve learning outcomes. © 2011 Springer-Verlag Berlin Heidelberg.