Quantitative methods for studying small groups

The International Handbook of Collaborative Learning

Volumn , Issue , 2013, Pages 93-111

  Cress, Ulrike ^a   Wilhelm Hesse, Friedrich ^a  

^a KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85086219393     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203837290-13     Document Type: Chapter

References (63)

1. Allison, P. D., & Liker, J. K. (1982). Analyzing sequential categorical data on dyadic interaction. Psychological Bulletin, 91, 393-403.
2. Bakeman, R. (1978). Untangling streams of behavior: Sequential analyses of observational data. In G. P. Sackett (Ed.), Observing behavior (Vol. 2). Baltimore, MD: University Park Press.
3. Bakeman, R., Adamson, L. B., & Strisik, P. (1995). Lags and logs: Statistical approaches to interaction (SPSS version). In J. M. Gottman (Ed.), The analysis of change (pp. 279-308). Mahwah, NJ: Erlbaum.
4. Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge, England: Cambridge University Press.
5. Bakeman, R., & Quera, V. (1995). Log-linear approaches to lag-sequential analysis when consecutive codes may and cannot repeat. Psychological Bulletin, 118(2), 272-284.
6. Berelson, B. (1952). Content analysis in communication research. Glencoe, IL: Free Press.
7. Bonito, J. A. (2002). The analysis of participation in small groups: Methodological and conceptual issues related to interdependence. Small Group Research, 33, 412-438.
8. Boxtel van, C., van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 311-330.
9. Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3(2), 123-139.
10. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin.
11. Carmines E. G., & Zeller, A. R. (1979). Reliability and validity assessment (Qualitative Applications in Social Sciences, Vol. 17). Beverly Hills, CA: Sage.
12. Chiu, M. M. (2001). Analyzing group work processes: Towards a conceptual framework and systematic statistical analysis. In F. Columbus (Ed.), Advances in psychology research (Vol. 6, pp. 1-29). Huntington, NY: Nova Science.
13. Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. Journal of the Learning Sciences, 17(3), 415-463.
14. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
15. Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer-Assisted Learning, 21, 281-291.
16. Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.
17. Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2009). Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning, 4(2), 111-132.
18. Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068-1078.
19. De Laat, M., Lally, V., Lipponen, L., & Simons, R. J. (2007). Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis. International Journal of Computer-Supported Collaborative Learning, 2(1), 87-103.
20. De Wever, B., Schellens, T., Valcke, M., & van Keer, H., (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education, 46, 6-28.
21. Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Computers in Human Behavior, 23(1), 496-514.
22. Erkens, G., Kanselaar, G., Prangsma, M. E., & Jaspers, J. G. M. (2003). Computer support for collaborative and argumentative writing. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merrienboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 157-176). Amsterdam, Netherlands: Pergamon/Elsevier Science.
23. Everitt, B. S., & Howell, D. C. (Eds.). (2005). Encyclopedia of statistics in behavioral science. Chichester, England: Wiley.
24. Faraone, S. V., & Dorfman, D. D. (1987). Lag sequential analysis: Robust statistical methods. Psychological Bulletin, 101(2), 312-323.
25. Gottman, J. M., & Roy, A. K. (1990). Sequential analysis—A guide for behavioral researchers. Cambridge, England: Cambridge University Press.
26. Haake, J., & Pfister, H.-R. (2010). Scripting in distance-learning university course: Do students benefit from net-based scripted collaboration? International Journal of Computer-Supported Collaborative Learning 1(6), 155-175.
27. Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students’ goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology 4 (1), 9-21.
28. Hmelo-Silver, C. E., Chernobilsky, E., & Jordan, R. (2008). Understanding collaborative learning processes in new learning environments. Instructional Science, 36(5-6), 409-430.
29. Holsti, O. (1969). Content analysis for the social sciences and humanities. Don Mills, ON: Addison-Wesley.
30. Hou, H.-T., Chang, K.-E., & Sung, Y.-T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Educational Technology & Society, 11(1), 17-28.
31. Hou, H., Sung, Y.-T., & Chang, K.-E. (2009). Exploring the behavioral patterns of an online knowledge sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25, 101-108.
32. Hron, A., Cress, U., Hammer, K., & Friedrich, H. F. (2007). Fostering collaborative knowledge construction in a video-based learning setting: Effects of a shared workspace and a content-specific graphical representation. British Journal of Educational Technology, 38, 236-248.
33. Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal of Distance Education, 17(1), 25-43.
34. Jeong, A. C. (2005). A guide to analyzing message-response sequences and group interaction patterns in computer-mediated communication. Distance Education 26(3), 367-383.
35. Jeong, A. C., & Joung, S. (2007). Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels. Computers and Education, 48(3), 427-445.
36. Kanselaar, G., Erkens, G., Andriessen, J., Prangsma, M., Veerman, A., & Jaspers, J. (2002). Designing argumentation tools for collaborative learning. In P. A. Kirschner, S. J. B. Shum, & C. S. Carr (Eds.), Visualization argumentation: Software tools for collaborative and educational sense-making (pp. 51-74). London: Springer-Verlag.
37. Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271.
38. 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.
39. Keeves, J. P. (1997). Educational research, methodology and measurement: An international handbook (2nd ed.). New York: Pergamon.
40. Kenny, D. A., & Judd, C. M. (1986). Consequences of violating the independence assumption in analysis of variance. Psychological Bulletin, 99, 422-431.
41. 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.
42. Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3(1), 85-97.
43. Kimmerle, J., Moskaliuk, J., Harrer, A., & Cress, U. (2010). Visualizing co-evolution of individual and collective knowledge. Information, Communication and Society, 13(8), 1099-1121.
44. Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
45. Martinez, A., Dimitriadis, Y., Gomez-Sanchez, E., Rubia-Avi, B., Jorrin-Abellan, I., & Marcos, J. A. (2006). Studying participation networks in collaboration using mixed methods in three case studies. International Journal of Computer-Supported Collaborative Learning, 1(3), 383-408.
46. Marttunen, M. (1997). Electronic mail as a pedagogical delivery system: An analysis of the learning of argumentation. Research in Higher Education, 38(3), 345-363.
47. McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1, 30-46.
48. Meier, A., Spada, H., & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning, 2, 63-86.
49. Nurmela, K., Lehtinen, E., & Palonen, T. (1999). Evaluating CSCL log files by social network analysis. In C. Hoadley & J. Roschelle (Eds.), Proceedings of the Third International Conference on Computer Support for Collaborative Learning (CSCL’99) (pp. 434-444). Mahwah, NJ: Erlbaum.
50. O‘Connor, B. P. (1999). Simple and flexible SAS and SPSS programs for analyzing lag-sequential categorical data. Behavior Research Methods, Instrumentation, and Computers, 31, 718-726.
51. Poole, M. S., & Holmes, M. E. (1995). Decision development in computer-assisted group decision making. Human Communication Research, 22(1), 90-127.
52. Popper, K. R. (1963). Conjectures and refutations. London: Routledge & Kegan Paul.
53. Robinson, W. S. (1950). Ecological correlations and the behavior of individuals. American Sociological Review, 15, 351-357.
54. Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5-18.
55. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2000). Methodological issues in the content analysis of computer conference transcripts. Journal of Artificial Intelligence in Education, 12, 8-22.
56. Rummel, N., Spada, H., & Hauser, S. (2008) Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Collaborative Learning, 4(1), 69-92.
57. Sackett, G. P. (1979). The lag sequential analysis of contingency and cyclicity in behavioral interaction research. In J. Osofsky (Ed.), Handbook of infant development (pp. 623 -649). New York: Wiley.
58. Shrout, P., & Fleiss, J. L., (1979) Intraclass correlation: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420-428.
59. Strijbos, J. W., & Fischer, F. (2007). Methodological challenges in collaborative learning research. Learning and Instruction, 17, 389-393.
60. Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers and Education, 46, 29-48.
61. Strijbos, J. W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small-group chat communication. Learning and Instruction, 17(4), 394-404.
62. Tabachnick, B. G., & Fidell, L. S. (1989). Using multivariate statistics (2nd ed.). New York: Harper & Row.
63. Wolfe, J. (2007). Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies. International Journal of Computer-supported Collaborative Learning, 3(2), 141-164.