Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?
In computer‐supported collaborative learning research, studies examining the combined effects of individual level, group level and within‐group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within‐group di...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 39 - 51 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2021
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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=148185147&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148185147 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2021 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148185147 145837497 148185147 148185147 10.1111/jcal.12466 148185147 ppf: 39 ppct: 12 formats: tig: atl: Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning? aug: au: Slof, Bert Leeuwen, Anouschka Janssen, Jeroen Kirschner, Paul A. affil: Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, the Netherlands sug: subj: Computers and Computerization Online Education Collaboration Learning Methods Work Engagement Knowledge Achievement Group Processes Human Task Performance and Analysis Mental Processes Pretest-Posttest Design Students, High School Business Problem Solving Models, Psychological Student Attitudes Teachers Convenience Sample Netherlands Male Female Adolescence T-Tests Descriptive Statistics Adolescent: 13-18 years Male Female ab: In computer‐supported collaborative learning research, studies examining the combined effects of individual level, group level and within‐group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within‐group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain‐content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain‐related pre‐test and post‐test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business‐economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within‐group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within‐group differences. Lay Description: Effects of groups, within‐group differences and individuals are often studied separately.Engagement and prior knowledge were related to individual achievement (post‐test).Individual regulatory engagement (shared understanding) positively predicts achievement.Group average prior knowledge (pre‐test score) positively predicts achievement.The effects of within‐group differences remain a topic for future research. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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