Peer Interactions During Computer‐Supported Collaborative Learning: A Self‐Determination Perspective.
Background: Computer‐supported collaborative learning (CSCL) environments are hypothesised to offer a learning environment that satisfies basic psychological needs for autonomy, relatedness and competence, subsequently improving learning and motivational outcomes. However, the underlying mechanism o...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 19 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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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=185452186&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452186 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452186 185452186 185452186 10.1111/jcal.70044 185452186 ppf: 1 ppct: 18 formats: tig: atl: Peer Interactions During Computer‐Supported Collaborative Learning: A Self‐Determination Perspective. aug: au: van Leeuwen, Anouschka Hornstra, Lisette Janssen, Jeroen Leow, En Ning affil: Department of Education, Utrecht University, Utrecht, the Netherlands sug: subj: Computer-Assisted Instruction Learning Methods Collaboration Peer Group Human Needs (Psychology) Interpersonal Relations Support, Social Human Female Male Adult Middle Age Experimental Studies Random Assignment Students, Undergraduate Questionnaires Summated Rating Scaling Student Satisfaction Autonomy T-Tests Chi Square Test Data Analysis Software Descriptive Statistics Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: Background: Computer‐supported collaborative learning (CSCL) environments are hypothesised to offer a learning environment that satisfies basic psychological needs for autonomy, relatedness and competence, subsequently improving learning and motivational outcomes. However, the underlying mechanism of how basic psychological needs are fulfilled during the collaboration process is unclear, and little is known concerning group size differences in collaboration and motivational outcomes. Objectives: We examined the role of peers in collaboration and whether peers support or thwart each other's needs via their interactions. Methods: Data were collected from 155 undergraduate students in an experimental study, in which they were randomly assigned to work in dyads or quartets. Results: Analysis of peer interactions revealed a low number (< 10%) of thwarting interactions. Dyads and quartets showed similar frequencies of need‐supportive behaviours (around 30%–40%). In contrast to expectations, peer interactions did not predict the fulfilment of basic psychological needs. Group size did predict need satisfaction: dyads reported more autonomy and relatedness satisfaction compared to quartets. Groups who—on average—experienced more autonomy satisfaction, but less relatedness satisfaction performed better on the individual post‐test. However, need satisfaction was not associated with group performance. Conclusions: The present study is among the first to investigate peers as providers of need support in the context of collaborative learning; future research is urged to further investigate and develop this framework to improve the quality of peer communication and group performance in CSCL. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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