Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators
Kyungbin Kwon, Indiana University, United States ; Ying-Hsiu Liu, University of Missouri, United States ; LaShaune P. Johnson, Creighton University, United States
Computers & Education Volume 78, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This study explored what social interactions students exhibited during collaborative learning, and analyzed how the social interactions evolved in a computer-supported collaborative learning (CSCL) environment. Six groups (n = 28) from an undergraduate online course were observed during a semester. Students' interactions were analyzed in two perspectives: group regulation and socioemotional. Cluster analysis was conducted to identify collaboration patterns of the groups. The analysis identified three collaborator clusters: one good and two poor. The good collaborators (named Early Active Collaborator) demonstrated: (1) intensive interactions among group members in the early collaboration phase, (2) positive socio-emotional interactions continuously, and (3) adaptive selections of group regulatory behaviors. The others showed dormant interactions throughout the projects and least socio-emotional interactions (named Passive Task-oriented Collaborator) and did not coordinate group process in a timely manner (named Late Collaborator). Comparisons of the interaction pattern and instructor intervention were discussed.
Kwon, K., Liu, Y.H. & Johnson, L.P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78(1), 185-200. Elsevier Ltd.
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Kyungbin Kwon, Indiana University Bloomington, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 440–445
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