Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?

Abstract

In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.

Analysis of the social interaction of perceived problem‐based learning performance in internship courses

“…Second, our investigation of students' perceived PBL performance is based on data regarding students' perceived, self‐reported performance indicators, rather than the students' actual scores. Future researchers should consider this issue in their research and extend our approach to investigating related research topics by adopting indicators of students' actual academic achievement (Slof et al, 2021). Third, because instructors' behaviours also play an important role in determining the effectiveness of MIM‐supported PBL nursing internship programs, their perceptions regarding the progress of such educational programs would be valuable in terms of enriching the current understanding of the pros and cons of the teaching approaches investigated in this study.…”

“…They are likely to be involved in logic reasoning skills to achieve shared learning objectives and increase in in‐depth and meaningful dialogues or discussions in a group‐based PBL activity (Dolmans et al, 2016). When members perceive their community identity, which is similar to their sense of value, and receive substantive or symbolic assistance from other members, they are more likely to generate community cohesion and to feel a sense of commitment, which further increases knowledge exchange and collaborative learning (Kreijns et al, 2003; Öztok, 2013; Slof et al, 2021). Members can engage in self‐enhancement by expanding their social networks or increasing their professional abilities and skills, not only to extract resources but also to engage subtly in learning communities.…”

“…ing students' perceived, self-reported performance indicators, rather than the students' actual scores. Future researchers should consider this issue in their research and extend our approach to investigating related research topics by adopting indicators of students' actual academic achievement(Slof et al, 2021). Third, because instructors' behaviours also play an important role in determining the…”

Impacts of three approaches on collaborative knowledge building, group performance, behavioural engagement, and socially shared regulation in online collaborative learning

“…Furthermore, learners need to be engaged in online collaborative learning to achieve productive collaborative knowledge building and socially shared regulation (Zabolotna et al, 2023). Collaborative knowledge building, socially shared regulation, and learning engagement have been identified as major concerns in online collaborative learning (Järvelä et al, 2015; Liang et al, 2021; Slof et al, 2021; Stahl, 2000). The following sections will illustrate these three aspects in detail.…”

Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

“…There has been ample research investigating different aspects of group formation. According to Bert [180], between-and within-group differences in task engagement can affect team learning processes -an important factor to consider in designing CSCL platforms, especially where group formation processes are entailed. Furthermore, material developers and instructors face many challenges in the design and organization of appropriate group tasks that would encourage well-structured group interactions to foster productive collaboration [181].…”