Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group and task characteristics

Behaviour and Information Technology

Volumn 26, Issue 1, 2007, Pages 55-71

  Schellens, T ^a   Van Keer, H ^a   Valcke, M ^a   De Wever, B ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

Computer mediated communication; Cooperative collaborative learning; Interactive learning environments; Post secondary education

Indexed keywords

COMPUTATIONAL COMPLEXITY; COMPUTER SUPPORTED COOPERATIVE WORK; KNOWLEDGE ACQUISITION; STUDENTS;

COMPUTER-MEDIATED COMMUNICATION; COOPERATIVE/COLLABORATIVE LEARNING; INTERACTIVE LEARNING ENVIRONMENTS; POST-SECONDARY EDUCATION;

LEARNING SYSTEMS;

EID: 33845346820     PISSN: 0144929X     EISSN: 13623001     Source Type: Journal    
DOI: 10.1080/01449290600811578     Document Type: Conference Paper

References (66)

1. ALAVI, M., 1994, Computer-mediated collaborative learning: an empirical evaluation. MIS Quarterly, 18, pp. 150-174.
2. BAKER, M., 1996, Argumentation and cognitive change in collaborative problemsolving dialogues. Coast Research Report Number CR-13/96. Lyon: CNRS.
3. BAKER, M. and LUND, K., 1997, Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, pp. 175-193.
4. CIFUENTES, L., MURPHY, K., SEGUR, R. and KODALI, S., 1997, Design considerations for computer conferences. Journal of Research on Computing in Education, 30, pp. 177-201.
5. COHEN, E.G., 1994, Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, pp. 1-35.
6. COONEY, D.H., 19938, Sharing aspects within aspects: real-time collaboration in the high school english classroom. In Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, C.J. Bonk and K.S. King (Eds), pp. 263-287 (Mahwah, NJ: Erlbaum).
7. COOPER, J., PRESCOTT, S., COOK, L., SMITH, L., MUECK, R. and CUSEO, J., 1990, Cooperative learning and college instruction: Effective use of student learning teams (Long Beach, CA: California State University Foundation).
8. CSIKSZENTMIHALYI, M., 1990, Flow: The Psychology of Optimal Experience (New York, NY: Harper Collins).
9. DE LAAT, M.F., 2002, Network and content analysis in an online community discourse. Paper presented at the Networked Learning Conference, 26-28 March 2002, Sheffield, UK.
10. DESMEDT, E., 2004, Research into the theoretical base of learning styles in view of educational applications in a university setting. Unpublished doctoral dissertation, Ghent University, Ghent.
11. DE WEVER, B., VALCKE, M., VAN WINCKEL, M. and KERKHOF, J., 2002, De invloed van 'structuur' in CSCL-omgevingen: Een onderzoek met online-discussiegroepen bij medische Studenten [The influence of structuring CSCL environments: A study of online discussion groups with medical students]. Pedagogisch Tijdschrift, 27, pp. 105-128.
12. DILLENBOURG, P., 2002, Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In Three worlds of CSCL: Can we support CSCL?, P.A. Kirschner (Ed.), pp. 61-91 (Heerlen: Open Universiteit Nederland).
13. DILLENBOURG, P., BAKER, M., BLAYE, A. and O'MALLEY, C., 1995, The evolution of research on collaborative learning. In Learning in Humans and Machines: Towards an Interdisciplinary Learning Science, P. Reimann and H. Spada (Eds), pp. 189-211 (Oxford: Elsevier).
14. DOISE, W. and MUGNY, G., 1984, The Social Development of the Intellect (Oxford: Pergamon Press).
15. DUFFY, T.M., DUEBER, B. and HAWLEY, C.L., 1998, Critical thinking in a distributed environment: A pedagogical base for the design of conferencing systems. In Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, C.J. Bonk and K.S. King (Eds), pp. 51-78 (Mahwah, New Jersey: Lawrence Erlbaum Associates).
16. ENTWISTLE, N., TAIT, H. and MCCUNE V., 2000, Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15, 33-48.
17. ERKENS, G., 1997, Cooperatief probleemoplossen met computer in het onderwijs: het modelleren van cooperatieve dialogen voor de ontwikkeling van intelligente onderwijssystemen [Cooperative problem solving through computers: Modeling cooperative dialogues to develop intelligent educational systems]. Unpublished doctoral dissertation, Universiteit Utrecht, Utrecht.
18. FELDER, R.M., FELDER, G.N., MAUNEY, M., HAMRIN JR., C.E. and DIETZ, E.J., 1995, A longitudinal study of engineering student performance and retention. III. Gender Differences in Student Performance and Attitudes. Journal of Engineering Education, 84, p. 151.
19. GOLUSTEIN, H., 1995, Multilevel Statistical Models (2nd edition) (London: Edward Arnold).
20. GUNAWARDENA, C.N., LOWE, C.A. and ANDERSON, T., 1997, Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, pp. 397-431.
21. HÄKKINEN, P., JÄRVELÄ, S. and BYMAN, A., 2001, Sharing and making perspectives in web-based conferencing. In European Perspectives on Computer-Supported Collaborative Learning: Proceedings of the 1st European Conference on Computer-Supported Collaborative Learning, P. Dillenbourg, A. Eurelings and K. Hakkarainen (Eds), pp. 285-292 (Maastricht: Maastricht University).
22. HAKKARAINEN, K., LIPPONEN, L. and JÄRVELÄ, S., 2002, Epistemology of Inquiry and Computer-Supported Collaborative Learning. In CSCL 2: Carrying Forward the Conversation, T. Koschmann, R. Hall and N. Miyake (Eds), pp. 129-156 (Lawrence Erlbaum).
23. HAKKARAINEN, K. and PALONEN, T., 2003, Patterns of female and male students' participation in peer interaction in computer-supported learning. Computers and Education, 40, 327-342.
24. HARASIM, L., HILTZ, S., TELES, L. and TUROFF, M., 1998, Learning Networks: A Field Guide to Teaching and Learning Online (Cambridge, MA: The MIT Press).
25. HOX, J.J., 1994, Hierarchical regression models for interviewer and respondent effects. Sociological Methods and Research, 22, pp. 300-318.
26. HOX, J.J. and KREFT, I.G., 1994, Multilevel analysis methods. Sociological Methods and Research, 22, pp. 283-299.
27. JOHNSON, D. and JOHNSON, R., 1994, Leading the Cooperative School (Minnesota, USA: Interaction Book Company, Edina).
28. JOHNSON, D., JOHNSON, R. and HOLUBEC, E., 1998, Cooperation in the Classroom (Boston: Allyn and Bacon).
29. JONASSEN, D.H. and KWON, H.I., 2001, Communication patterns in computer mediated and face-to-face group problem solving. Educational Technology Research and Development, 49, pp. 35-51.
30. JONES, M.G., 1998, Creating engagement in computer-based learning environments' ITForum. Available online at: http://itechl.coe.uga.edu/itforum/ paper30/paper30.html (accessed 12 July 2004).
31. KANG, I., 1998, The use of computer-mediated communication: electronic collaboration and interactivity. In Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, C.J. Bonk and K.S. King (Eds), pp. 315-337 (Mahwah, NJ: Erlbaum).
32. KREIJNS, K. and BITTHR-RIJKEMA, M., 2002, An exploration of the virtual business team concept: constructivism and the support for social negotiation. Available online at: http://www.ouh.nl/info-alg-vb/docs/defEuroCSCL%20K. reijnsBitter.doc (accessed 22 July 2002).
33. KREIJNS, K., KIRSCHNER, P.A. and JOCHEMS, W.M.G., 2003, Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behaviour, 19, pp. 335-353.
34. LEHTINEN, E., HAKKARAINEN, K., LIPPONEN, L., RAHIKAINEN, M. and MUUKKONEN, H., 2000, Computer supported collaborative learning: a review, In Computer supported collaborative learning in primary and secondary education. A final report for the European Commission, Project 2017, H. Meijden, R. Simons and F. DeJong (Eds), pp. 1-46 (Nijmegen: University of Nijmegen).
35. LOCKHORST, D., ADMIRAAL, W.F., PILOT, A. and VEEN, W., 2002, Design elements for a CSCL environment in a teacher training programme. Education and Information Technologies, 1, pp. 377-384.
36. MAYER, R.E., 2001, Multimedia Learning (Cambridge: University Press).
37. NURRENBERN, S., 1995, Experiences in Cooperative Learning: A Collection for Chemistry Teachers (Madison, WI: Institute for Chemical Education, University of Wisconsin Board of Regents).
38. PALLOFF, R. and PRATT, K., 1999, Promoting Collaborative Learning. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom (San Francisco: Jossey-Bass Publishers).
39. PETRAGLIA, J., 1997, The Rhetoric and Technology of Authenticity in Education (Mahwah, NJ: Lawrence Erlbaum).
40. PREECE, J., 2001, Sociability and usability in online communities: determining and measuring success. Behaviour and Information Technology, 20, pp. 347-356.
41. QUINN, C.N., 1997, Engaging learning. ITForum Paper 18. 41vailable online at: http://itech1.coe.uga.edu/itforum/paper18/paper18.html (accessed 12 July 2004).
42. RASBASH, J., BROWNE, W., GOLDSTEIN, H., YANG, M., PLEWIS, I., HEALY, M., WOODHOUSE, G. and DRAPER, D., 1999, A User's Guide to MLwiN (London: Institute of Education).
43. REISER, R., 2001, A history of instructional design and technology. Part 2: a history of instructional design. Educational Technology Research and Development, 49, pp. 57-67.
44. ROSCHELLE, J. and PEA, R., 1999, Trajectories from today's WWW to a powerful educational infrastructure. Educational Researcher, 28, pp. 22-25.
45. ROSSER, S.V., 1997, Re-Engineering Female Friendly Science (Columbia University: Teachers College Press).
46. ROURKE, L., ANDERSON, T., GARRISON, D.R. and ARCHER, W., 2001, Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12, pp. 8-22.
47. RYSER, G., BEELER, J. and MCKENZIE, C., 1995, Effects of a computer-supported intentional learning environment (CSILE) on students' self-concept, self-regulatory behavior, and critical thinking ability. Journal of Educational Computing Research, 13, pp. 375-385.
48. SANDLER, B.R., SILVERBERG, L.A. and HALL, R.M., 1996, The chilly classroom climate: A guide to improve the education of women. National Association for Women in Education (NAWE).
49. SAVERY, J. and DUFFY, T.M., 1996, Problem based learning: An instructional model and its constructivist framework. In Constructivist Learning Environments: Case Studies in Instructional Design, B. Wilson (Ed.) (Englewood Cliffs, NJ: Educational Technology Publications).
50. SCHELLENS, T., 2004, Studying in a blended learning environment: Researching congruency between learning environment and student characteristics and the impact of CSCL on knowledge construction. Unpublished doctoral dissertation, Ghent University, Ghent.
51. SCHELLENS, T. and VALCKE, M., 2000, Re-engineering conventional university education: Implications for students' learning styles. Distance Education, 21, pp. 361-384.
52. SCHELLENS, T. and VALCKE, M., 2002, Asynchrone discussiegroepen: een onderzoek naar de invloed op cognitieve kennisverwerving [Asynchronous discussion groups: Investigating the influence on cognitive knowledge construction]. Pedagogische Studiën, 79, pp. 451-468.
53. SCHELLENS, T. and VALCKE, M., 2005, Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21, pp. 957-975.
54. SHAW, M.E., 1981, Group Dynamics: The Psychology of Small Group Behaviour (3rd edition) (New York: McGraw-Hill).
55. SLAVIN, R.E., 1995, Cooperative Learning: Theory, Research and Practice, (Boston: Allyn & Bacon).
56. SNIJDERS, T.A.B. and BOSKER, R.J., 1999, Multilevel Analysis (London: Sage).
57. SPIRO, R., FELTOVICH, P., JACOBSON, M. and COULSON, R., 1988, Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Available online at http://www.ilt.columbia.edu/ilt/papers/Spiro.html (accessed 20 September 2002).
58. STEVENS, J., 1996, Applied multivariate statistics for the social sciences (3rd edition) (Hillsdale, NJ: Lawrence Erlbaum).
59. STRIJBOS, J.W., MARTENS, R.L., JOCHEMS, W.M.G. and BROERS, N.J., 2004, The effect of functional roles on group efficiency: Using multilevel modelling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research, 35, pp. 195-229.
60. SWELLER, J., 1988, Cognitive load during problem solving: effects on learning. Cognitive Science, 2, pp. 257-285.
61. SEELLER, J., 1994, Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, pp. 295-312.
62. THATCHER, A. and DE LA COUR, A. 2003, Small group decision-making in face-to-face and computer-mediated environments: the role of personality. Behaviour and Information Technology, 22, pp. 203-218.
63. VEERMAN A. and VELDHUIS-DIERMANSE, E., 2001, Collaborative learning through computer-mediated communication in academic education. In European Perspectives on Computer-Supported Collaborative Learning. Proceedings of the First European Conference on CSCL. P. Dillenbourg, A. Eurelings, and K. Hakkarainen (Eds) (Maastricht: McLuhan Institute, University of Maastricht).
64. WEINBERGER, A., RHISERER, M., ERTL, B., FISCHER, F. and MANDL, H., 2003, Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools. In Barriers and biases in net based communication, R. Bromme, F. Hesse and H. Spada (Eds) (Norwell: Kluwer).
65. WKSTROM, M., 2001, Constructivist strategies for e-Learning. Course paper prepared for the Ewha Women's University. Available online at: http://www.cust.educ.ubc.ca/westrom/CSeL.htm (accessed 12 July 2004).
66. WOLTERS, C.A., 1998, Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, pp. 224-235.