The influence of familiarity among group members and extraversion on verbal interaction in proximate GSS sessions

Mukahi, Tsuneki; Corbitt, Gail

doi:10.1109/hicss.2004.1265149

Cited by 6 publications

(1 citation statement)

References 23 publications

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“…Although only a small number of studies have investigated the impact of group member familiarity on CSCL (Adams et al, 2005;Mennecke, Hoffer, & Valacich, 1995;Mukahi & Corbitt, 2004;Orengo Castellá, Zornoza Abad, Prieto Alonso, & Peiró Silla, 2000;Smolensky, Carmody, & Halcomb, 1990), researchers have demonstrated possible positive and negative consequences of increased familiarity among group members. For example, Adams et al found that when group members knew each other better, their satisfaction with the group process increased, although their decision accuracy decreased.…”

Section: Introductionmentioning

confidence: 99%

Influence of group member familiarity on online collaborative learning

Janssen

Erkens

Kirschner

et al. 2009

Computers in Human Behavior

125

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a b s t r a c tThis study investigated the effects of group member familiarity during computer-supported collaborative learning. Familiarity may have an impact on online collaboration, because it may help group members to progress more quickly through the stages of group development, and may lead to higher group cohesion. It was therefore hypothesized that increased familiarity would lead to (a) more critical and exploratory group norms, (b) more positive perceptions of online communication and collaboration, (c) more efficient and positive collaboration, and (d) better group performance. To investigate these hypotheses, 105 secondary education students collaborated in groups of three. The results of this study indicate that higher familiarity led to more critical and exploratory group norm perceptions, and more positive perceptions of online communication and collaboration. Furthermore, in familiar groups students needed to devote less time to regulating their task-related activities. The expectation that familiarity would lead to better group performance was not confirmed. These findings imply that online educators pay attention to the effects group member familiarity has on online collaborative learning.

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Section: Introductionmentioning

confidence: 99%