Online collaborative learning in dyads: Effects of knowledge distribution and awareness

Kozlov, Michail D.; Große, Cornelia S.

doi:10.1016/j.chb.2016.01.043

Cited by 21 publications

(15 citation statements)

References 39 publications

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“…Flexibility can also refer to within‐group differences concerning the distribution of prior knowledge which could also affect group members' engagement (Kozlov & Große, 2016; Weinberger, Stegmann, & Fischer, 2010). Prior studies investigated this by pairing group members based on their performance on a prior knowledge test.…”

Section: Group Members' Engagement and Prior Knowledge: Mine Ours Anmentioning

confidence: 99%

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

Slof

Leeuwen

Janssen

et al. 2020

Computer Assisted Learning

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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.

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Section: Group Members' Engagement and Prior Knowledge: Mine Ours Anmentioning

confidence: 99%

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

Slof

Leeuwen

Janssen

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Collaborative learning (CL) is widely used in academic fields; in this form of learning, students work with each other to form questions, discuss ideas, explore solutions, complete tasks and reflect on their thinking and experiences (Kozlov & Große, ; Laurillard, ). This type of learning requires students to articulate their own points of view and listen to the views of others to create knowledge and meaning.…”

Section: Introductionmentioning

confidence: 99%

“… Lay Description What is already known about this topic? In recent years, students in presence and online‐based education have been increasingly encouraged to work together, to exchange knowledge and to collaborate on their learning task (Kozlov & Große, ). Mobile collaborative learning is considered as the next move of online collaborative learning by incorporating mobility as a key and breakthrough requirement (Caballé, Xhafa, & Barolli, ). Current trends show that we need to utilize a variety of technology means to facilitate collaborative learning. We should change from exploit single technology to multiple technologies. What this paper adds?…”

mentioning

confidence: 99%

Exploring collaborative learning effect in blended learning environments

Sun

Liu

Luo

et al. 2017

Computer Assisted Learning

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The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy-eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

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“…The constructive resistance that forms part of peer contribution may help to adjust topics to individuals’ level of knowledge and experience. Still, a concern that has been raised is the risk of knowledge imbalance within the dyad, or incompatible pairs [ 31 , 32 ]. In the two sessions of this study, we could see variations of previous knowledge within different fields.…”

Section: Discussionmentioning

confidence: 99%

“…However, one could assume that if one peer repeatedly displays lack of knowledge and needs to rely on the other, the reasoning process and the learning experience may be hampered. A study of online dyad settings reported inconclusive results of learning outcomes when pairs were asymmetric in terms of their level of knowledge [ 32 ]. More research on knowledge symmetry within the pairs is needed to identify optimal ways to match learners according to their level of knowledge and thus best support their learning.…”

Section: Discussionmentioning

confidence: 99%

Increasing Reasoning Awareness: Video Analysis of Students’ Two-Party Virtual Patient Interactions

2018

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BackgroundCollaborative reasoning occurs in clinical practice but is rarely developed during education. The computerized virtual patient (VP) cases allow for a stepwise exploration of cases and thus stimulate active learning. Peer settings during VP sessions are believed to have benefits in terms of reasoning but have received scant attention in the literature.ObjectiveThe objective of this study was to thoroughly investigate interactions during medical students’ clinical reasoning in two-party VP settings.MethodsAn in-depth exploration of students’ interactions in dyad settings of VP sessions was performed. For this purpose, two prerecorded VP sessions lasting 1 hour each were observed, transcribed in full, and analyzed. The transcriptions were analyzed using thematic analysis, and short clips from the videos were selected for subsequent analysis in relation to clinical reasoning and clinical aspects.ResultsFour categories of interactions were identified: (1) task-related dialogue, in which students negotiated a shared understanding of the task and strategies for information gathering; (2) case-related insights and perspectives were gained, and the students consolidated and applied preexisting biomedical knowledge into a clinical setting; (3) clinical reasoning interactions were made explicit. In these, hypotheses were followed up and clinical examples were used. The researchers observed interactions not only between students and the VP but also (4) interactions with other resources, such as textbooks. The interactions are discussed in relation to theories of clinical reasoning and peer learning.ConclusionsThe dyad VP setting is conducive to activities that promote analytic clinical reasoning. In this setting, components such as peer interaction, access to different resources, and reduced time constraints provided a productive situation in which the students pursued different lines of reasoning.

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Online collaborative learning in dyads: Effects of knowledge distribution and awareness

Cited by 21 publications

References 39 publications

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

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

Exploring collaborative learning effect in blended learning environments

Increasing Reasoning Awareness: Video Analysis of Students’ Two-Party Virtual Patient Interactions

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