Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection

Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

“…Based upon these perceptions, group members determine their own social and cognitive behavior, and develop relationships with each other. However, research has shown that self perceptions of performance and perceptions of group performance are generally unrealistically positive in contiguous groups (Saavedra and Kwun, 1993;Stroebe, Diehl, & Abakoumkin, 1992;Yammarino & Atwater, 1997) and in computer-mediated groups (Phielix et al, 2010;Weisband & Atwater, 1999). These unrealistic positive perceptions often result in an illusion of group productivity (Stroebe et al, 1992); a tendency to believe that a group is performing effectively, while it often is not.…”

“…While often considered inferior, recent research has shown both cognitive and social benefits for groups in CSCL environments as compared to contiguous (i.e., face-to-face) groups such as more equal participation between team members (Fjermestad, 2004;Janssen et al, 2007), higher satisfaction (Fjermestad), better team development, less conflict, and a more positive attitude (Phielix et al, 2010).…”

“…The study reported on here centers on peer process feedback at the individual and group level to enhance interpersonal behavior. It is expected that enhancing interpersonal behavior will positively affect a group's social performance (Geister, Konradt, & Hertel, 2006;McLeod & Liker, 1992;Phielix et al, 2010), indirectly affecting its cognitive performance (Kreijns et al, 2003).…”

“…The rapid development of information and communication technologies has led to computer applications such as e-mail, chat tools, discussion forums, video conferencing, and so forth which have proven useful to supporting learning (e.g., Janssen, Erkens, Kanselaar, & Jaspers, 2007;Phielix et al, 2010). While often considered inferior, recent research has shown both cognitive and social benefits for groups in CSCL environments as compared to contiguous (i.e., face-to-face) groups such as more equal participation between team members (Fjermestad, 2004;Janssen et al, 2007), higher satisfaction (Fjermestad), better team development, less conflict, and a more positive attitude (Phielix et al, 2010).…”

“…To this end, self and peer assessments can be used to provide useful feedback on group functioning, as they allow group members to better judge their own and other's behavior and contributions to the group and thus avoid the social problems often encountered (Dochy, Segers, & Sluijsmans, 1999). Though positive effects of self and peer assessments have been reported (e.g., Cutler & Price, 1995;McDowell, 1995;Phielix, Prins, & Kirschner, 2010), they are also prone to biases. Saavedra and Kwun (1993) found, for example, that group members tend to overestimate their own performance which affects their peer assessments.…”