Back to Search
Start Over
Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment.
- Source :
- Educational Technology Research & Development; Oct2007, Vol. 55 Issue 5, p439-459, 21p, 1 Diagram, 2 Charts, 1 Graph
- Publication Year :
- 2007
-
Abstract
- This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups (triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems. Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance. Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10421629
- Volume :
- 55
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Educational Technology Research & Development
- Publication Type :
- Academic Journal
- Accession number :
- 26444441
- Full Text :
- https://doi.org/10.1007/s11423-007-9045-6