The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation

Strijbos, Jan-Willem; Martens, Rob; Jochems, Wmg Wim; Broers, Nick J.

doi:10.1016/j.chb.2004.10.016

Cited by 69 publications

(38 citation statements)

References 30 publications

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“…For example, recent approaches combine discourse analysis with coding (e.g., Barron, 2003;Hmelo-Silver, 2003;Weinberger & Fischer, 2006) and increasingly apply triangulation procedures to integrate results derived from different data sources (Schrire, 2006;Strijbos, Martens, Jochems, & Broers, 2007).…”

Section: Beyond Mutual Ignorance: Minimal Description Standards Mixementioning

confidence: 99%

Methodological challenges for collaborative learning research

Strijbos

Fischer

2007

Learning and Instruction

Self Cite

118

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Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is multi-disciplinary. This introduces a multitude of theoretical accounts for collaborative learning, accompanied by a broad spectrum of methods to study processes and outcomes of collaboration. This special issue will provide an overview of methods that are at the core of current research effort, but also identifies opportunities and problems to sensibly combine methods into mixed method approaches.

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Section: Beyond Mutual Ignorance: Minimal Description Standards Mixementioning

confidence: 99%

Methodological challenges for collaborative learning research

Strijbos

Fischer

2007

Learning and Instruction

Self Cite

118

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“…Four previously validated instruments (Strijbos, Martens, Jochems, & Broers, 2007) were translated into Dutch and transformed into five-point Likert scales (1 = totally disagree, 5 = totally agree; see Table 2). The team development scale provides information on perceived level of group cohesion.…”

Section: Social Performancementioning

confidence: 99%

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

Phielix

Prins

Kirschner

et al. 2011

Computers in Human Behavior

132

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a b s t r a c tA peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group members on six traits related to social and cognitive behavior. Reflector stimulates group members to reflect on their past, present and future group functioning, stimulating them to set goals and formulate plans to improve their social and cognitive performance. The underlying assumption was that group performance would be positively influenced by making group members aware of how they, their peers and the whole group perceive their social and cognitive behavior in the group. Participants were 108 fourth-year high school students working in dyads, triads and groups of four on a collaborative writing task, with or without the tools. Results demonstrate that awareness stimulated by the peer feedback and reflection tools enhances group-process satisfaction and social performance of CSCL-groups.

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“…To gain more insight into how group members collaborate during CSCL and to understand how the collaborative process affects group performance, many researchers have developed instruments to study this process (e.g., Arvaja et al 2007;Saab et al 2005;Strijbos et al 2007). In this study, we want to study the collaboration process as it takes place between group members working in a CSCL environment and more specifically examine what activities students perform during CSCL, what kind of regulation activities they perform (e.g., regulation of the collaboration) and how the different collaborative activities interrelate.…”

Section: Introductionmentioning

confidence: 99%

Task-related and social regulation during online collaborative learning

Janssen

Erkens

Kirschner

et al. 2010

Metacognition Learning

137

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This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information (e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration). Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation of task-related activities, regulation of social activities, and social activities. These activities were then used to predict group performance using multiple regression analysis. No effect of discussion of information and regulation of taskrelated activities on group performance were found. Regulation of social activities positively affected group performance, whereas social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating more closely how different individual and group factors affect collaboration and group performance.

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The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation

Cited by 69 publications

References 30 publications

Methodological challenges for collaborative learning research

Methodological challenges for collaborative learning research

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

Task-related and social regulation during online collaborative learning

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