An exploration of students' strategy use in inquiry-based computer-supported collaborative learning

Abstract The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups. The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning.     

计算机支持的协作学习的伙伴模型

伙伴模型的建立是计算机支持的协作学习（CSCL）中寻找学习伙伴的关键。伙伴模型对学生分组的关键因素进行了较全面的建模。对伙伴模型进行了形式化的描述,并重点对动态协作信息的表示，如伙伴学习进度、知识水平、认知能力和协作能力进行了研究。     

Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multi-dimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in.

The concept of flow in collaborative game-based learning

Generally, high-school students have been characterized as bored and disengaged from the learning process. However, certain educational designs promote excitement and engagement. Game-based learning is assumed to be such a design. In this study, the concept of flow is used as a framework to investigate student engagement in the process of gaming and to explain effects on game performance and student learning outcome. Frequency 1550, a game about medieval Amsterdam merging digital and urban play spaces, has been examined as an exemplar of game-based learning. This 1-day game was played in teams by 216 students of three schools for secondary education in Amsterdam. Generally, these students show flow with their game activities, although they were distracted by solving problems in technology and navigation. Flow was shown to have an effect on their game performance, but not on their learning outcome. Distractive activities and being occupied with competition between teams did show an effect on the learning outcome of students: the fewer students were distracted from the game and the more they were engaged in group competition, the more students learned about the medieval history of Amsterdam. Consequences for the design of game-based learning in secondary education are discussed.     

Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments

This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning.     

The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL)

Research has suggested that CSCL environments contain fewer social context clues, resulting in various group processes, performance or motivation. This study thus attempts to explore the relationship among collective efficacy, group processes (i.e. task cohesion, cognitive quality) and collaborative performance in a CSCL environment. A total of 75 Taiwanese college students (divided into 25 groups) participated in the study. Both quantitative and qualitative methods were applied for data analysis. The results indicate that collective efficacy significantly predicted task cohesion but not cognitive quality in the CSCL environment. For the role of group processes in performance, both task cohesion and cognitive quality significantly predicted group performance, but cognitive quality predicted better than task cohesion. In addition, for the predictive capability of prior performance, task cohesion, and cognitive quality in collective efficacy, the results showed that only task cohesion predicted subsequent collective efficacy significantly in the CSCL environment.     

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

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of 41 questionnaire observations, distributed over 13 groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of PGE than nonrole groups.     

Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness

Learning teams in higher education executing a collaborative assignment are not always effective. To remedy this, there is a need to determine and understand the variables that influence team effectiveness. This study aimed at developing a conceptual framework, based on research in various contexts on team effectiveness and specifically team and task awareness. Core aspects of the framework were tested to establish its value for future experiments on influencing team effectiveness. Results confirmed the importance of shared mental models, and to some extent mutual performance monitoring for learning teams to become effective, but also of interpersonal trust as being conditional for building adequate shared mental models. Apart from the importance of team and task awareness for team effectiveness it showed that learning teams in higher education tend to be pragmatic by focusing primarily on task aspects of performance and not team aspects. Further steps have to be taken to validate this conceptual framework on team effectiveness.     

Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process

Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.     

Prototyping a collaborative learning tool for nurses

Abstract  A Nurse Collaborative Learning (Nurse Co-Learn) tool was designed and developed to help the Department of Nursing to introduce Information Technology to undergraduate nursing students. The MUCH (Many Using and Creating Hypermedia) system was used as the basis for this tool. The Nurse Co-Learn tool supported coordination between clinic personnel. Students were required to take on a role in the clinic, and to perform the relevant tasks for that role. Through participating in this role-playing game students learned word processing, database and spreadsheet skills, whilst performing authentic tasks. Three prototypes were developed and trialled; this paper highlights the features of the prototypes and the responses of the users.     

Perceptions and experiences of,and outcomes for,university students in culturally diversified dyads in a computer-supported collaborative learning environment

The introduction of computer-supported collaborative learning (CSCL), specifically into intercultural learning environments, mirrors the largely internet-based and intercultural workplace of many professionals. This paper utilized a mixed methods approach to examine differences between students’ perceptions of collaborative learning, their reported learning experiences, and learning outcomes when they collaborated in a CSCL environment working with a culturally similar or dissimilar partner. Culturally diverse student dyads worked together to perform an online learning task in the domain of life sciences. Our sample of 120 BSc and MSc students was comprised of 56 Dutch and 64 international students, representing 26 countries. The results showed that students from an individualist cultural background had a more negative perception of collaborative learning than did students with a collectivist background, regardless of group composition. For women, working in a culturally similar dyad consisting of students from an individualist cultural background resulted in a more negative perception of collaborative learning than did working in this type of group for men or women working in a culturally similar dyad consisting of students from a collectivist cultural background. Students from an individualist cultural background achieved better learning outcomes than did students with a collectivist background, regardless of group composition. These findings suggest that cultural background adds an important dimension to collaborative learning, which requires students to manage collaboration that is not only virtual but also intercultural.     

Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue

This is an introduction to a special issue on computer-supported collaborative learning.     

Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning

The aim of the study is to investigate the influence of gender and gender pairing on students’ learning performances and knowledge elaboration processes in Computer-Supported Collaborative Learning (CSCL). A sample of ninety-six secondary school students, participated in a two-week experiment. Students were randomly paired and asked to solve several moderately structured problems concerning Newtonian mechanics. Students’ pretest and posttest performances were analyzed to see whether students’ gender and the gender pairing (mixed or single-gender) were significant factors in their problem solving learning in CSCL. Students’ online interactions were also analyzed to unravel the dynamic process of individual knowledge elaboration. The multilevel analyses revealed that a divergent pattern of knowledge elaboration was a significant predictor for students’ learning achievement, and in mixed-gender dyads students’ knowledge elaboration processes were more inclined to diverge from each other. Moreover, females in single-gender dyads significantly outperformed females in mixed-gender dyads. But this was not the case for male students.     

Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning

This meta-analysis investigated the role of the quality of argumentation for domain-specific knowledge gains in computer-supported collaborative learning settings. Given the scarcity of primary studies that report correlations between these two variables, a meta-regression approach was employed that uses interventions' effects on argumentation to predict their effects on domain-specific knowledge. Effect sizes for 17 comparisons extracted from 12 studies were included in the analysis using a random-effects model. Moderator analyses concerning type of argumentation measure, type of knowledge test, and type of intervention were conducted. The interventions had a statistically significant small to moderate mean effect (d = 0.39) on argumentation, which varied as a function of the type of argumentation measure employed. The mean effect of the interventions on domain-specific knowledge (d = 0.22) appeared to be non-existent (d = 0.00) on the basis of the whole sample of studies, and small at best after the exclusion of three outlying effect sizes from one study. With respect to the relation of the studies' effects on argumentation to their effects on domain-specific knowledge, no unequivocal picture emerges: After the exclusion of the three outliers, the regression coefficient for predicting the studies' effects on domain-specific knowledge on the basis of their effects on argumentation was b = −0.08 and statistically not significant. These findings constitute a challenge for the broadly shared theoretical assumption that argumentation mediates the effects of interventions on domain-specific knowledge. A set of recommendations for strengthening future research on the topic is presented.     

基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

Visualization of participation: Does it contribute to successful computer-supported collaborative learning?

This study investigated the effects of visualization of participation during computer-supported collaborative learning (CSCL). It is hypothesized that visualization of participation could contribute to successful CSCL. A CSCL-environment was augmented with the Participation Tool (PT). The PT visualizes how much each group member contributes to his or her group’s online communication. Using a posttest-only design with a treatment (N = 52) and a control group (N = 17), it was examined whether students with access to the PT participated more and more equally during collaboration, reported higher awareness of group processes and activities, collaborated differently, and performed better than students without access to the PT. The results show that students used the PT quite intensively. Furthermore, compared to control group students, treatment group students participated more and engaged more in coordination and regulation of social activities during collaboration by sending more statements that addressed the planning of social activities. However, equality of participation, awareness of group processes and quality of the group products was not higher in the treatment condition. Still, the results of this study demonstrate that visualization of participation can contribute to successful CSCL.     

Visualization of agreement and discussion processes during computer-supported collaborative learning

This study examined the effects of the shared space (SS) on students’ behaviors in a computer-supported collaborative learning (CSCL) environment. The SS visualizes discussion and agreement during online discussions. It was hypothesized the SS would increase the media richness of the CSCL-environment, would stimulate critical and exploratory group-norms, would lead to more positive perceptions of online collaboration, and would have an impact on students’ collaborative activities. In total, 59 students working in 20 groups had access to the SS visualization, while 58 students working in 20 groups did not. The results show that students with access to the SS visualization: (a) perceived higher media richness; (b) had a more exploratory group-norm perception; (b) perceived more positive group behavior; (c) perceived their group’s task strategies to be more effective; (d) engaged in different collaborative activities and (e) performed better on one part of the group task. These results demonstrate the potential benefits of visualizing agreement and discussion during CSCL.     

Student perceptions of collaborative learning,social presence and satisfaction in a blended learning environment: Relationships and critical factors

The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.