Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

Abstract

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.

Factors that influence the development and performance of academic oral presentations using a blended learning environment

“…Despite the advantages of online collaboration, Noroozi et al () concluded that face‐to‐face interaction still provides students with more opportunities for nonverbal communication, social interaction, turn taking, opportunities for feedback, and group understanding, especially if students are more sociable (Trinder, ). However, as students are spending increasing amounts of time on mobile devices, they may develop strategies such as the use of emoticons or other paralinguistic devices to mitigate the absence of these nonverbal cues.…”

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

“…Digital learning modules are increasingly introduced in higher education, including in the field of biotechnology and molecular life sciences [1][2][3]. These modules can serve various purposes.…”

Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue

“…Argumentation is a vehicle for collaborative learning process not only for traditional forms of classrooms but also for blended and online learning settings such as open and distance learning programmes in higher education (see Noroozi, Busstra, Mulder, Biemans, Tobi, Geelen, et al, 2012). Argumentation is considered to be significant to education due to the importance of discourse in the acquisition of scientific knowledge (Osborne, 2010).…”