Social skills as predictors of communication, performance and quality of collaboration in project-based learning.
The assumption that social skills are necessary ingredients of collaborative learning is well established but rarely empirically tested. In addition, most theories on collaborative learning focus on social skills only at the personal level, while the social skill configurations within a learning gro...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 2; pp. 132 - 148 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104046370&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104046370 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2014 vid: 30 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104046370 94891278 10.1111/jcal.12026 104046370 ppf: 132 ppct: 16 formats: tig: atl: Social skills as predictors of communication, performance and quality of collaboration in project-based learning. aug: au: Notari, M. Baumgartner, A. Herzog, W. affil: Institute of Lower Secondary Education, PHBern, University of Teacher Education sug: subj: Social Skills Learning Methods Collaboration Human Group Processes Coefficient alpha Male Female Adult Questionnaires Summated Rating Scaling Interrater Reliability Coding kappa Statistic Chi Square Test Descriptive Statistics Data Analysis Software Intraclass Correlation Coefficient Adult: 19-44 years Male Female ab: The assumption that social skills are necessary ingredients of collaborative learning is well established but rarely empirically tested. In addition, most theories on collaborative learning focus on social skills only at the personal level, while the social skill configurations within a learning group might be of equal importance. Using the integrative framework, this study investigates which social skills at the personal level and at the group level are predictive of task-related e-mail communication, satisfaction with performance and perceived quality of collaboration. Data collection took place in a technology-enhanced long-term project-based learning setting for pre-service teachers. For data collection, two questionnaires were used, one at the beginning and one at the end of the learning cycle which lasted 3 months. During the project phase, the e-mail communication between group members was captured as well. The investigation of 60 project groups (N = 155 for the questionnaires; group size: two or three students) and 33 groups for the e-mail communication (N = 83) revealed that personal social skills played only a minor role compared to group level configurations of social skills in predicting satisfaction with performance, perceived quality of collaboration and communication behaviour. Members from groups that showed a high and/or homogeneous configuration of specific social skills (e.g., cooperation/compromising, leadership) usually were more satisfied and saw their group as more efficient than members from groups with a low and/or heterogeneous configuration of skills. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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