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Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators
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, Indiana University, United States ; , University of Missouri, United States ; , Creighton University, United States

Computers & Education Volume 78, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved May 20, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.06.004

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