The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses.
Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chat-based discourse, can...
| Published in: | Journal of Computer Assisted Learning Vol. 25; no. 2; pp. 161 - 177 |
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| Main Authors: | , |
| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Apr2009
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344528&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344528 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2009 vid: 25 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344528 105344528 2010457762 10.1111/j.1365-2729.2008.00287.x 105344528 ppf: 161 ppct: 16 formats: tig: atl: The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses. aug: au: Pfister H Oehl M affil: Institute of Experimental Industrial Psychology (LueneLab), University of Lüneburg, Lüneburg, Germany, Wilschenbrucher Weg 84, D-21335 Lüneburg, Germany; pfister@uni-lueneburg.de sug: subj: Collaboration Goals and Objectives Internet Learning Methods Student Attitudes Achievement Tests Adult Chi Square Test Coefficient alpha Descriptive Statistics Disasters Education Disasters History Female Funding Source Germany Interpersonal Relations Male Outcomes of Education Questionnaires Random Assignment Software Summated Rating Scaling Human Adult: 19-44 years Female Male ab: Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chat-based discourse, can improve collaborative learning. In particular, we examined if goal focus, type of task and group size affect learning outcomes and the use of these functionalities. A chat-based system, called a learning protocol, implements these functionalities and serves as a net-based collaborative learning environment. Results suggest that a learning protocol is more beneficial for knowledge-acquisition tasks than for problem-solving tasks, and that the use of supporting functionalities increases when goal focus is on the group rather than on the individual. Also, there is a tendency that learning outcomes improve as group size increases. We propose that learning protocols provide potentially valuable design features that can promote net-based collaborative learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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