Distributed CSCL/T in a groupware environment

Heilesen, Simon; Thomsen, Mia Cudrio; Cheesman, Robin

doi:10.3115/1658616.1658764

Cited by 6 publications

(2 citation statements)

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“…In general, research studies examining such phenomena have shown that friendship groups tend to have superior learning outcomes in comparison with random or ability groupings (Chauvet & Blatchford, 1993;Shah & Jehn, 1993;Fraysse, 1994;Zajac & Hartup, 1997;Kutnick et al, 2005). While there has been little discussion in the literature, some recent studies of computer supported CL suggest that ability grouping may discourage interaction because of an absence of ties between group members (Heilesen et al, 2002) and have recommended that groups should be composed of individuals who know each other well Cooperative learning 861 (Lockhorst, 2004, pp. 208-209).…”

Section: Group Compositionmentioning

confidence: 99%

Cooperative learning that features a culturally appropriate pedagogy

Nguyen

Terlouw

Pilot

et al. 2009

British Educational Res J

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Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments conducted in Vietnamese upper‐secondary schools. One group was provided with a series of lessons designed according to mainstream CL practice. Another group was provided with similar lessons but these were modified so as to be more culturally appropriate in terms of leadership, reward allocation and group composition. Findings show that (1) the role and the type of leadership, although not a key element of mainstream CL theories and practice, proved to be influential; (2) groupings based upon existing friendships, rather than upon cognitive ability, appeared to be important. A key finding was that the group receiving a culturally modified programme appeared to work harder during, and gain more satisfaction from, collaborative learning activities.

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Section: Group Compositionmentioning

confidence: 99%

Cooperative learning that features a culturally appropriate pedagogy

Nguyen

Terlouw

Pilot

et al. 2009

British Educational Res J

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“…In contrast, a school class that collaborated for 12 weeks with an online conference showed stronger interaction over time (Hara, Bonk, & Angeli, 1998). In another study, students had problems in the beginning, but increased their activity in the learning environment over time (Heilesen, Thomsen, & Cheesman, 2002). In yet another study by Pena-Shaff and Nicholls ( 2004) the length of discussions became shorter over time, but group cohesion was stronger (Pena-Shaff & Nicholls, 2004).…”

Section: Observing the Social Interaction Over Timementioning

confidence: 96%

Evaluating Social Interaction and Support Methods Over Time

Kopp

2014

International Journal of Online Pedagogy and Course Design

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This research focuses on the evaluation of social interaction and support methods for computer-supported collaborative learning over the period of one semester. Specifically, there are three main topics for investigation: first, the subjective evaluation of social interaction and support methods, second, the students' perceptions of these over time, and third, the correlations between social interaction and support methods. Results indicate a specific pattern regarding important aspects of social interaction indicating possible problems in group dynamics (especially relating to taking responsibility). This evaluation pattern remains nearly constant over time. Furthermore, correlation analyses show strong connections between the design of group work and group dynamics, indicating a positive influence of support methods on problematic dimensions of social interaction. As this relation is strongest during the middle phase of collaboration, this study gives a first indication that also CSCL groups may go through the storming and norming stage of collaboration. These findings substantiate the necessity of providing support for computer-based learning.

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