Multilevel analysis for the analysis of collaborative learning

The International Handbook of Collaborative Learning

Volumn , Issue , 2013, Pages 112-125

  Janssen, Jeroen ^a   Cress, Ulrike ^b   Erkens, Gijsbert ^a   Kirschner, Paul A ^c  

^a UTRECHT UNIVERSITY   (Netherlands)

^b KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

^c OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937026513     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203837290-14     Document Type: Chapter

References (40)

1. Baker, M. (2003). Computer-mediated argumentative interactions for the co-elaboration of scientific notions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 47-78). Dordrecht, Netherlands: Kluwer Academic.
2. Bonito, J. A. (2002). The analysis of participation in small groups: Methodological and conceptual issues related to interdependence. Small Group Research, 33, 412-438.
3. Campbell, L., & Kashy, D. A. (2002). Estimating actor, partner, and interaction effects for dyadic data using PROC MIXED and HLM: A user-friendly guide. Personal Relationships, 9, 327-342.
4. Chiu, M. M., & Khoo, L. (2003). Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions? Journal of Educational Psychology, 95, 506-523.
5. Chiu, M. M., & Khoo, L. (2005). A new method for analyzing sequential processes: Dynamic multilevel analysis. Small Group Research, 36(5), 600-631.
6. Cress, U. (2008). The need for considering multilevel analysis in CSCL research: An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3, 69-84.
7. Dedrick, R. F., Ferron, J. M., Hess, M. R., Hogarty, K. Y., Kromrey, J. D., Lang, T. R.,… Lee, R. S. (2009). Multilevel modeling: A review of methodological issues and applications. Review of Educational Research, 79, 69-102.
8. Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In H. Spada & P. Reimann (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford, England: Elsevier.
9. Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
10. Hmelo-Silver, C. E., & Bromme, R. (2007). Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments. Learning and Instruction, 17, 460-464.
11. Hox, J. (2003). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
12. Janssen, J., Erkens, G., & Kanselaar, G. (2007). Visualization of agreement and discussion processes during computer-supported collaborative learning. Computers in Human Behavior, 23, 1105-1125.
13. Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49, 1037-1065.
14. Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2011). Multilevel analysis in CSCL research. In S. Pun-tambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methodologies, approaches and issues (pp. 187-205). New York: Springer.
15. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
16. Kashy, D. A., & Kenny, D. A. (2000). The analysis of data from dyads and groups. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 451-477). Cambridge, England: Cambridge University Press.
17. Kenny, D. A. (1995). The effect of nonindependence on significance testing in dyadic research. Personal Relationships, 2, 67-75.
18. Kenny, D. A., & Judd, C. M. (1986). Consequences of violating the independence assumption in analysis of variance. Psychological Bulletin, 99, 422.
19. Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York: Guilford.
20. Kenny, D. A., Mannetti, L., Pierro, A., Livi, S., & Kashy, D. A. (2002). The statistical analysis of data from small groups. Journal of Personality and Social Psychology, 83, 126-137.
21. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains from complex learning. Educational Psychology Review, 21, 31-42.
22. Klein, J. D., & Pridemore, D. R. (1992). Effects of cooperative learning and need for affiliation on performance, time on task, and satisfaction. Educational Technology Research and Development, 40, 39-47.
23. Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity, 43, 265-275.
24. Maas, C. J. M., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modelling. European Journal of Research Methods for the Behavioral and Social Sciences, 1, 85-91.
25. Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked-out examples on students’ mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.
26. Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21, 467-476.
27. Paletz, S. B. R., Peng, K. P., Erez, M., & Maslach, C. (2004). Ethnic composition and its differential impact on group processes in diverse teams. Small Group Research, 35, 128-157.
28. Raudenbush, S., Bryk, A., Cheong, Y. F., Congdon, R., & Du Toit, M. (2004). HLM6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
29. Robert, J. K., & McLeod, P. (2008). Software options for multilevel models. In A. A. O’Connell & D. B. McCoach (Eds.), Multilevel modeling of educational data (pp. 427-467). Greenwich, CT: Information Age.
30. Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instructional Science, 33, 105-119.
31. Savicki, V., Kelley, M., & Lingenfelter, D. (1996). Gender and group composition in small task groups using computer-mediated communication. Computers in Human Behavior, 12, 209-224.
32. Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36, 704-745.
33. Schepers, J., de Jong, A., Wetzels, M., & de Ruyter, K. (2008). Psychological safety and social support in groupware adoption: A multi-level assessment in education. Computers & Education, 51, 757-775.
34. Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage.
35. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.
36. Strijbos, J.-W., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning and Instruction, 17, 389-393.
37. Strijbos, J.-W., Martens, R. L., Jochems, W. M. G., & Broers, N. J. (2004). The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research, 35, 195-229.
38. Strijbos, J.-W., Martens, R. L., Jochems, W. M. G., & Broers, N. J. (2007). The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: A matter of triangulation. Computers in Human Behavior, 23, 353-380.
39. Suthers, D. D. (2006). Technology affordances for intersubjective meaning making. International Journal of Computer Supported Collaborative Learning 1, 315-337.
40. Van der Linden, J. L., Erkens, G., Schmidt, H., & Renshaw, P. (2000). Collaborative learning. In P. R. J. Simons, J. L. Van der Linden, & T. Duffy (Eds.), New learning (pp. 1-19). Dordrecht: Kluwer Academic.