Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning

Harney, Owen; Hogan, Michael; Quinn, Sarah

doi:10.1007/s11412-017-9263-9

Cited by 22 publications

(4 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Often, studies look at the kinds of contributions that individuals make to the discourse within the group. For example, Harney et al (2017) investigated the effects of different kinds of prompts (task-level vs. task-plus-process-level prompts) on various indicators of individuals' argumentation quality that were assessed through content analysis of verbal protocols. However, examining such textual features of collaboration may also shed light on the cognitive load students experience during collaboration.…”

Section: Group Characteristicsmentioning

confidence: 99%

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Janssen

Kirschner

2020

Education Tech Research Dev

View full text Add to dashboard Cite

Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological characteristics affect the processes and outcomes of collaboration. On the other hand, cognitive load theory has traditionally been used to study individual learning processes and to investigate instructional effects that are present during individual learning (e.g., expertise reversal effect). In this contribution we will argue that cognitive load theory can be applied to CSCL. By incorporating concepts such as collective working memory (i.e., individuals share the burden of information processing), mutual cognitive interdependence (i.e., individuals learn about each other's expertise and become dependent on their partners' expertise), and transaction costs (i.e., the burden placed on individuals working memory capacity when communicating and coordinating collaborative activities), collaborative cognitive load theory (CCLT) can be used to formulate testable hypotheses for pressing issues in CSCL research. The aim of this paper is to develop a research agenda to guide future CSCL research from a CCLT perspective. We highlight how variables associated with student-, group-, task-, and technological characteristics may be investigated using CCLT. We also address important steps CSCL research needs to make with respect to the measurement of variables and the methodologies used to analyze data. Keywords Computer-supported collaborative learning • Cognitive load • Transactive activities • Collective working memory Research on Computer-Supported Collaborative Learning (CSCL) has a long tradition. Since the 1990s, theorists, researchers, and practitioners have investigated the possible affordances provided by technological artefacts that can give rise to or enable collaboration at a distance between group members (Silverman 1995). This has led to a rich * Jeroen Janssen

show abstract

Section: Group Characteristicsmentioning

confidence: 99%

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Janssen

Kirschner

2020

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…Is a facilitator always necessary for team success? Our own research suggests that teams without a designated facilitator can make use of systems methods when building systems models, but this requires training (Harney, Hogan, & Quinn, ). Indeed, embedding facilitation functions across a network of interacting individuals is no less challenging than embedding an expert facilitator to support teamwork.…”

mentioning

confidence: 99%

Grandmothers, teachers, and teams: A commentary on the societal significance of systems thinking facilitators

Hogan

Broome

2019

Syst Res Behav Sci

View full text Add to dashboard Cite

“…Interactive management research is particularly helpful when researchers are focused on questions related to meaning making, reasoning, relational and systems thinking, consensus-building, collaboration, and communication and coordination dynamics needed to prompt and support these processes (Hogan et al, 2014; Harney et al, 2017). For example, researchers can use IMR to study reasoning processes, including the nature, diversity, congruence, and consistency of reasoning at the foundation of organizational communication, decision-making and collaborative activity.…”

Section: Imr In Organizational Settingsmentioning

confidence: 99%

Interactive Management Research in Organizational Communication

Razzante

Hogan

Broome

et al. 2023

Management Communication Quarterly

View full text Add to dashboard Cite

In this research methods essay, we describe Interactive Management Research (IMR), a participatory action research methodology with extensive applications in organizational settings but new to organizational communication research. IMR offers possibilities as a participant-centered methodology that is particularly well suited for complex organizational design situations requiring a systems perspective. We detail two versions of IMR, an interview-based method (IMRi) and a group-based method (IMRg), using a case study of each method to illustrate their application to organizational communication research. We believe IMR is an approach to participatory action research that can provide unique insights into the systems thinking and communication that shapes organizations and organizing.

show abstract

Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning

Cited by 22 publications

References 94 publications

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Grandmothers, teachers, and teams: A commentary on the societal significance of systems thinking facilitators

Interactive Management Research in Organizational Communication

Contact Info

Product

Resources

About